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COPYRIGHT DEPOSIT. 



OUTLINE STUDIES 



IN THE 



History of Education 



BY 



ARVIN S. OLIN, A.M., LL D., 

Professor of Education^ University of Kansas. 



THIRD EDITION 
revised and enlarged 



published by the author 

lawrence^ kansas 

1916 









^> 



Copyright 1900-1906-1916, 

BY 

Arvin S. Olin 



Printed by The Journal-World 
Lawrence, K/nsas 




FEB 17 1916 

CU420990 



PREFACE 

These outline studies are the outgrowth of 
the classroom work that has been done in the De- 
partment of Education in the University of Kan- 
sas for the past seven years. They are now pub- 
lished in large part for the purpose of giving to 
students of that department in connected and 
permanent form an indication of the work pro- 
posed to be accomplished in a half year. If the 
outlines reach a somewhat larger circle, the 
writer hopes that they may prove to be of as 
great benefit elsewhere as they have been in his 
owm classroom. 

It is doubtful if any one book has been 
printed in English that adequately covers the 
history of education; and if such a book did ex- 
ist, the proposition that the reading of college 
and university students on the subject should 
be broader than is afforded by any one book 
needs no argument to prove its truth. For a 
large part of the work done in colleges and uni- 
versities the library is, or should be, the tool 
house and the workshop, and the instructor who 
does not recognize this fact fails of the highest 
usefulness to his classes. 

For these reasons, on any subject connected 
with the history and science of education the 



writer has been unwilling that the members of 
his classes, composed of juniors, seniors, and 
graduate students of the University, should be 
satisfied with the presentation of any one text, 
or any one author, but has desired rather that 
through the study of many who are really emi- 
nent and masterly in their treatment there 
should develop a fuller, clearer, many-sided pre- 
sentation of truth, such as no mere text-book 
work could give. 

OUTLINE STUDIES. 

The reference lists contain only titles found 
in the library of the University of Kansas. If 
the outlines are used where other valuable au- 
thorities are found, it is suggested that refer- 
ences to such works be added, in their proper 
places, by the students. 

The writer of this little volume sends it to 
the press in the hope that it may aid in showing 
the w^orth and interest and the helpfulness of the 
subject with which it deals. 

PREFACE TO SECOND EDITION. 

The large amount of literature on this sub- 
ject that has appeared since the first edition was 
published, has made necessary a revision of 
these outlines if they are to be a reliable guide 
to students of the history of education. The lists 
of reading references have been brought up to 
date, and a few additions have been made to the 
topics for reading. The number of outlines has 



been increased from fifty-two to fifty-nine, and 
the number of citations has been largely in- 
creased. 

The aim has been to make these practical, 
working outlines rather than to present exhaust- 
ive bibliographies. For this reason the refer- 
ences to German and French works are com- 
paratively few and are generally given to sup- 
plement a meager treatment in English. Other 
things being equal the student prefers the treat- 
ment of a subject in the vernacular to that in a 
foreign tongue. 

The author desires to make grateful ac- 
knowledgement of the cordial reception that has 
been given to these outlines and the kind words 
that have been spoken about them. 

THE THIRD EDITION. 

The use of topical outlines and the library 
method in the history of education seems to me 
so much superior to both the text-book and the 
lecture methods of pursuing the subject that I 
have decided to issue this third edition of the out- 
lines, revising them with care, and bringing the 
reading references down to date, including the 
important works bearing on the subject that have 



appeared since the publication of the second edi- 
tion. It has seemed wise also to eliminate from 
the reading lists some of the more elementary 
and less important works included in former 
lists. 

Arvin S. Olin. 

Lawrence, Kansas^ January 1, 1916. 



TO THE 

GOODLY FELLOWSHIP 

THAT FOR QUARTER OF A CENTURY 

I HAVE KNOWN AND LOVED — THE 

TEACHERS OF KANSAS. 



OUTLINE STUDIES. 



OUTLINE I. 



I. Nature and Scope of the Study. 

1. Relation to general history. 

2. Compared with history of civilization. 

3. Importance of the religious basis. 

4. Compayre's distinction of history of 
education and history of pedagogy. 

II. Varying Nature and Forms of Education. 

1. Historical development of the idea, 
a. Guide-lines needed. 

2. Comparison of educational ideals 
among present day peoples in the high- 
er and the lower scales of civilization. 

III. Value of the Study of the History of Edu- 
cation. 

1. In general. 

2. To teachers. 

IV. Present Recognition of the Study. 

1. In culture courses. 

2. In professional instruction. 

V. Epochs for Study. 

1. Oriental Nations of Antiquity. 

2. The Classical Nations. 

3. Early Christian Centuries. 

4. The Middle Age. 

5- Revival of Learning and Sixteenth 
Century. 

6. Seventeenth Century. 

7. Eighteenth Century. 

8. Nineteenth Century — and After. 



HISTORY OF EDUCATION. 9 

OUTLINE I. — Reading References. 

Laurie's Pre-Christian Education: Preface 
and Introduction. 

Davidson's History of Education: Chapter 

1. 

Compayre's History of Pedagogy : Introduc- 
tion. 

Kiehle, in School Review, Vol. 9 : pp- 310-15. 

Payne in report N. E. A. 1889 : pp. 218-23. 

Williams, ibid: pp. 223-31. 

Graves's History of Education before the 
Middle Ages : Chapter 1. 



Notes. — i. Other authors than Compayre generally 
use history of education and history of pedagogy as synony- 
mous terms. 

2. In these reference lists, where it can be done in 
such a way as to avoid ambiguity and confusion, the name 
of the author will take the place of the full title of the 
book referred to. Unless otherwise stated, page refer- 
ences are to the latest edition before the publication of this 
work. 

3. It is an interesting fact that at the present time 
geographical variation will show as wide divergence of 
educational standards as that shown in hundreds or thou- 
sands of years of development of a given race. 



I(> 



OUTMNIv STUDIKS. 



OUTLINE II. 

IMMMITIVW lODlKJATION. 

1. Ucslriclcd iihc of tlu^ l<Tin ('(liicuiion. 

2. Siinpli<'ily ()f forniH. 

3. UnsrH (►f priiuilivc ('(iiicjrl ion. 

;i. IMivsi<*Jil Hclf |>n'N('iv;il ion. 

I). S<Minl iWlH of WJir, clc. 

('. Iv('li;;ioiiH -jtnimiHin, HlinrnjiiuNnj, etc. 
I. 1\>ji<li('rs (li-nvvn fi-oin llic |>ri('HMy cIjihh. 

I milatioii Mic chief iiicl liod. 

Slnj;('H i>\' i)i'(>^r('SH of I he voiilli. 

< -ci'cinoiiicM of ini(i:ilion into llu' circle 

of llic ''c<liic;H<'(l." 

'rrnii^iliori from (lir priniiliNc lo lii^lt(>r 

lypcH of c<liic;i( i(Hi. 

i\. Ivcllcci ion (Ml ol)M('i"\'<'(l cxpcri<'n<cH. 

I). Use of |M'rni:incn( records. 
9. (\>rreH|)(HHlence of shi^^cs in cnllni'e fo 

|H'o<^ress from sjivji^c fo civilized life. 

10. r:ir;illelism <d' Mie cliil<l mind willi ilint 
(d* in-imiiive nnin. 

11. Animism I lie l)e;.^innin;; <d" relij;ion jind 
science. 



HISTORY OF EDUCATION. II 

OUTLINE II.— Keading References. 

Monroe's Text-book in History of Educa- 
tion : pp. 1-15. 

Davidson: pp. 13-23. 

Tylor's Primitive Culture, Volume 1 : pp. 
26-69. 

Chamberlain's The Child : pp. 287-353. 

Graves (Before the Middle Ages) : pp. 8-18. 



Notes. — i. What we call education among primi- 
tive peoples is far from the present significance of the term. 
But there as here it means the preparation of the individual 
for, and adaptation to, his environment. If it were physi- 
cal only, as hunting and fishing, or the construction of the 
igloo, it might be called training rather than education. 
But among the most primitive peoples there is more than 
the physical, — the child is to be rightly related to other 
members of the family or tribe, proper regard for age is to 
be inculcated and due reverence for the racial or tribal di- 
vinities acquired. The total of these preparatory activities 
may very properly be called education. 

2. Some modern authors make much of the recapitu- 
lation theory ; that the individual passes through the same 
stages of development that the race passed through, and 
that the product of the race in a given stage is the best ma- 
terial for the education of the individual in the correspond- 
ing stage of development: e. g., myths and fairy tales are 
the best educative material for childhood, philosophy for 
intellectual maturitv. 



12 OUTLINE STUDIES. 

OUTLINE III. 

FIRST EPOCH — ORIENTAL EDUCATION. 

I. Chinese Education. 

1. Racial origins. 

2. Antiquity of their learning and arts. 

3. Religions of China. 

4. Language. 

a. Peculiarities and difficulties. 

5. Literature. 

a. Confucian influence- 

b. Formal character. 

c. Ethical and religious bearings. 

6. Purpose of Chinese education. 

7. Organization of schools. 

a. Elementary. 

b. Higher. 

8. Content and method. 

a. Elementary texts. 

b. "Four books and five classics. ^^ 

9. The examination system. 

a. Origin and purpose. 

b. Frequency and scope of examina- 
tions. 

c. Influence on the work of the schools. 

10. Relation of the state to the schools. 

11. Results of old Chinese education. 



HISTORY OF EDUCATION. 1 3 

OUTLINE III.— Reading References. 

Graves : pp. 55-75. 

Payne's Lectures on the History of Educa- 
tion : pp. 3-6. 

Monroe: pp. 17-46. 

Davidson's History of Education : pp. 41-5. 
Laurie's Pre-Christian Education: pp. 103- 
52. 

Martin's The Chinese: especially pp. 1-96. 
Legge's Life of Confucius : especially pp. 1- 

Legge's Mencius. 

Yan Phou Lee's When I Was a Boy in 
China : pp. 50-62. 

Schmid's Geschichte der Erziehung: pp. 59- 

87. 

Williams's The Middle Kingdom : pp. 421-57, 
et passim, 

Lewis's Educational Conquest of the Far 
East : pp. 95-156. 

Eudo in Report of World's Fair Congress of 
Education, 1893. 

Notes. — i. It will be of interest to compare the 
social and moral standards of China with those of modern 
Christian nations. 

2. Any adequate study of Chinese education must 
make Confucius the central figure. 

3. Compare the relation of Mencius to Confucius 
with that of Plato to Socrates. 

4. Translation of the Confucian texts may be found 
in the Sacred Books of the East, edited by Max Miiller. 



14 OUTLINE STUDIES. 

OUTLINE IV. 

FIRST EPOCH — ORIENTAL EDUCATION. 

II. Hindoo Education. 

1. Relationship of Hindoos to Europeans. 

2. Origin and nature of caste organization. 

a. Principal castes. 

b. IIow caste affects education. 

3. Religions. 

4. Social conditions. 

5. Language. 

6. Hindoo literature. 

7. Ideals, management, and methods of 
the elementary schools. 

8. Higher courses of study — exoteric and 
esoteric. 

9. Education of women. 

10. Intellectual and professional pre-emi- 
nence of the Brahmans. 

11. Influence of Hindoo education on char- 

acter. 



HISTORY OF EDUCATION. I5 

OUTLINE IV.— Reading References. 

Graves: pp. 77-89. 
Davidson: pp. 58-66. 
Laurie : pp. 157-77. 
Schmid 1 : pp. 87-115. 
Bettany : pp. 176-292, passim. 
Max Miiller, in Chips from a German 
Workshop : Vol. II. pp. 295-353. 



Notes. — i. The outline, and the references given 
above, have to do with education among the ancient Hin- 
doos. Since England has established her power in India, 
great steps have been taken in modernizing and transform- 
ing conditions of intellectual culture. There is consider- 
able literature bearing on recent educational work in India, 
and the subject is an interesting one, but outside the scope 
of this outline. 

2. Miiller's essay on caste, referred to above, is one 
of the best discussions of the origin and development of the 
institution. 



l6 OUTLINE STUDIES. 

OUTLINE V. 

FIRST EPOCH — ORIENTAL EDUCATION. 

III. The Persians. 

1. Racial connections. 

2. Character and intellectual culture. 

3. Emphasis placed on moral and physi- 
cal education. 

4- Influence of religion, 
a. Zoroaster. 

5. Division of the population into classes. 

6. Relation of women to education. 

7. Character and influence of the Magi. 

8. General outcome of Persian education. 

IV. The Egyptians. 

1. Character of the Ancient Egyptians- 

2. Early arts. 

3. Classes of the people, 
a. Were there castes? 

4. Influence of religion. 

5. Schools, courses of study, teachers. 

6. Forms of writing. 

7. Egyptian literature. 

8. Education of women. 

9. Foreign influences. 

10. Result of education in national char- 
acter. 



HISTORY OF EDUCATION. IJ 

OUTLINE v.— Reading References. 

Graves : pp. 22-41, 91-102. 
Davidson: pp. 37-47, 66-74. 
Laurie : pp. 11-48, 178-95. 
Schmid : pp. 153-77. 

Xenophon's Cyropedeia: Book 1, Chapter 2. 
Rawlinson's Ancient Monarchies III: pp. 
347-63. 

Bettany : pp. 343-64, 462-82. 



Notes. — i. Nearly all accounts of old Persian edu- 
cation depend largely on Xenophon's description given in 
the Cyropedeia as referred to above ; that his account is 
accurately historical is not believed. On the details of old 
Persian education we can be sure of very little. 

2. The antiquity of Egyptian civilization is, as yet, 
indeterminate. The record of Manetho has not been fully 
accepted. But there seem to be good reasons for believing 
that the earliest civilization in the world developed in the 
valley of the Nile. 



1 8 OUTLINE STUDIES. 

OUTLINE VI. 

FIRST EPOCH — ORIENTAL EDUCATION. 

V. The Jews. 

1. Racial characteristics. 

2. Nature and influence of the Jewish 
theocracy. 

3. Influence of the national festivals. 

4. Domestic education of tlie early period. 

5. Public education of later time. 

6. Schools of the prophets. 

7. The rabbinical schools. 

8. Character and educational use of Jew- 
ish literature. 

a. Imi)ortance of the Talmud. 
9- Characteristics and influence of the 
Jewish religion. 

a. Reaction on civilization generally. 

b. On the national character of the 
Jew. 

VI. Education in Mesopotamia. 

1. Succession of allied nationalities. 

2. National characteristics a^nd differ- 
ences. 

3. Ethic«al and religious systems. 

4. Schools and teachers. 

5. Writing and literature. 

6. Code of Hammurabi. 

7. Astronomy and mathematics. 

8. Other sciences and arts. 



HISTORY OF EDUCATION. I9 

OUTLINE VI.— Readiiio References. 

Graves : pp. 43-51, 110-3(>. 

Davidson : pp. 45-55, 75-80. 

Lanrie: pp. 53-100. 

Sell mid 1: pp. 294-333. 

Sayce's Babylonians and Assyrians: pp. 47- 
62. 

The Jewish Encyclopedia: Article Educa- 
tion. 

llawlinson's Ancient Monarchies 1 : pp. 01- 
104, passim. 

Bettany : pp. 483-99. 

Imber, in Report Commissioner of Educa- 
tion 1894-5 : pp. 1801-20. 

Harper's translation of the Code of Ham- 
murabi. 

Notes. — i. The theocracy is the characteristic cle- 
ment in Jewish education. The frequent hipses of the Jews 
into idolatry show the influence of surrounding peoples. 

2. Imber advances an interesting theory — that the 
best in the intellectual and religious life of the Jews was 
derived from the Babylonians. 

3. The Assyrians illustrate another and quite differ- 
ent Semitic strain. The late history of this people shows 
the blending of Semitic and Turanian stocks. On this 
point see Laurie and Davidson. 



20 OUTLINE STUDIES. 

OUTLINE VTT. 

SE(M)NI> EPOCH — THE CLASSICAL NATIONS. 

I. (jircoco. 

1. Pcriniincnt iiilliKMicc of tlu' classical na- 
tions. 

2. Comparison with Oriental nations. 

3. General Greek charactcTistics. 

4. Natnre of Greek relijijion. 

^ 5. Aesthetic element iin Greek character. 

6. Influences of natnre on Greek character. 

7. Natnre of education ainonjjj the primi- 
tive ( I reeks. 

8. Education in S])arta. 

a- Classes of inhabitants. 

I). State control in education. 

c. Reasons for severity. 

d. Influence of Lycurjjjus. 

e. Physical train in j^, 

f. Extent of intellectual culture. 

g. Elements of moral culture. 
h. Education of women. 

i. General outcome of Spartan educa- 
tion. 



HISTORY OF EDUCATION. 21 

OUTLINE VII.— Readinjij Keferonces. 

Graves: pp. 138-57. 

Lane's Gnn^k Education : pp. 5-38. 

Wilkins's National Education in Greece, pp. 
1-59. 

Laurie: pp. 19()-248. 

Davidson : pp. 80-96. 

Davidson's Aristotle: pp. 3-51. 

Davidson's Education of the Greek People: 
pp. 29-52. 

Monroe : pp. 52-79. 

IMutarch's Life of Lycurgus, in Parallel 
Lives. 



Notes. — i. Compare the traditional Spartan meth- 
od of training boys and youth with the account of Persian 
education given by Xenophon. Some authors are skepti- 
cal regarding the exclusive use of common tables and the 
complete separation of the boys and youtli from family life. 
On this point compare Mahaffy and other authorities. 

2. In identifying individualism and aesthetic person- 
ality with Greek character, one should remember that it 
is only in the later centuries that this identity existed. Lit- 
tle of either can be found in tlie Homeric period or in 
Spartan education. 



22 OUTLINE STUDIES. 

OUTLINE VIII. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

I. Greece (continued). 

9. Education in Athens. 

a. The aesthetic ideal. 

b. Exclusiveness. 

c. Relation to the state. 

d. Care of childhood. 

e. Literary culture. 

( 1 ) . Elementary. 
( 2 ) . Advanced. 

f. Gymnastic training. 

(1). Palaestra and gymnasium. 

g. Importance of music. 

h. Defects in moral training, 
i. General results. 
10. Spartan and Athenian education com- 
pared. 



HISTORY OF EDUCATION. 23 

OUTLINE VIII.— Reading References. 

Graves : pp. 157-79. 

Davidson : pp. 97-100. 

Laurie : pp. 248-82. 

Wilkins : pp. 60-100. 

Monroe : pp. 79-100. 

Lane : pp. 39-85. 

Payne: pp. 17-21. 

Davidson (Aristotle) : pp- 60-90. 

Davidson (Greek People) : pp. 53-77. 

Maliaffy's Old Greek Education : pp. 1-68. 

Schmid I : pp. 178-257. 

Gardner and Jevons's Manual of Greek 
Antiquities : pp. 297-322. 

Lowrey in Report Commissioner of Educa- 
tion, 1897-8 : pp. 571-89. 

Notes. — i. An attempt should be made to under- 
stand the reasons for the wide difference between the Spar- 
tan and the Athenian standards of education. Could the 
nature of one be an evolution from the nature of the 
other? Later it will be of interest to compare Roman 
education in the earlier and later periods with Spartan and 
Athenian systems of education, respectively. 

2. Athenian democracy was a democracy of the 
higher classes only. From four-fifths to nine-tenths of the 
inhabitants of Attica had no educational provision made 
for them. 



24 OUTLINE STUDIES. 

OUTLINE IX. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

I. Greece (continued). 
10. Higher education. 

a. Ephebic training. 

b. Initiation into citizenship. 

c. Breaking down of old standards 
and sanctions- 

d. New solutions for the problems of 
individual and state life. 

e. Development of individualism and 
aesthetic personality. 

f. Teachings and influence of the 
sophists. 

g. Rise of philosophy, 
h. Early philosophers. 

i. Leading schools of philosophy, 
j. Character of university life, 
k. Important institutions. 
1. Extension of Greek learning to 
other countries, 
m. Causes of its decay and extinction. 



HISTORY OF EDUCATION. 2$ 

OUTLINE IX. — Reading References- 

Graves: pp. 167-80, 214-28. 
Capes's University Life in Ancient Athens. 
Mahaffy : pp. 69-139. 
Wilkins: pp. 80-91. 
Davidson: pp. 98-105. 
Monroe : pp. 102-20, 160-72. 
Laurie: pp. 283-95. 

Davidson (Aristotle) : pp. 93-104, 205-13. 
Davidson (Greek People) : pp. 72-91. 
Walden's Universities of Ancient Greece, 
especially chapters V-VII. 

Freeman's Schools of Hellas : pp. 157-220. 



Notes. — i. Not all authors on Greek education use 
the term university in connection with the institutions for 
higher study, but in definiteness of aim, systematic organi- 
zation to accomplish this aim, and intellectual results, 
these agencies of the higher Greek culture were more de- 
serving of the title of university than the majority of the 
institutions bearing that name that existed between the 
twelfth and the eighteenth century. 

2. The sophists were at once cause and result of the 
breaking down of the old religious and political systems. 
Their purpose was to train for efficiency without depend- 
ence on the state or the national gods. 

3. Do the sophists deserve the bad light in which 
history has placed them? 



26 OUTLINE STUDIES. 

OUTLINE X. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

I. Greece (continued). 

11. Socrates. 

a. Life and character. 

b. Teaching power. 

c. Fundamental doctrines. 

d. Socratic method. 
(1). Two phases. 

e. Relation to the sophists. 

f. Reasons for antagonism to Soc- 
rates. 

g. Permanent influence. 

12. Xenophon. 

a- Leading events of his life. 

b. Relation to Socrates. 
( 1 ) . Memorabilia. 

c. Educational discussion in the Cy- 
ropedeia. 

d. Views on woman^s education in 
the Economist. 



HISTORY OF EDUCATION. 27 

OUTLINE X.— Reading References. 

Monroe : pp. 120-30. 
Graves: pp. 180-4. 

Fitch's Educational Aims and Methods : pp. 
46-80. 

Davidson (Greek People) : pp. 103-27. 
Davidson (Aristotle) : pp. 107-32. 
Dakyns's Xenophon III : pp. 225-47. 
Xenophon's Cyropedeia: Book 1, Chapter 2. 
Diogenes Laertius : pp. 63-79. 
Educational RevicAV II : pp. 406-12. 

Notes. — i. Though constantly holding the sophists 
up to scorn and ridicule, Socrates has been called by some 
the greatest of the sophists. It is only in the form of his 
teachings that there could be the slightest basis for this 
statement. The spirit of his philosophy and his deep rev- 
erence for truth place Socrates far above the sophists of 
his day. 

2. Although Xenophon was an Athenian, he seemed 
to prefer the Spartan ideal of education. Read the chapter 
on Persian education in the Cyropedeia. Why should an 
Athenian of Xenophon's time idealize a system so primi- 
tive ? 



28 OUTLINE STUDIES. 

OUTLINE XI. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

I. Greece (continued). 

13. Plato and his educational doctrines. 

a. Early life and training. 

b. Relation to Socrates. 

c. Cliaracter as a teacher and philoso- 
pher. 

d. The academy. 

e. Nature of his writings. 

f. Educational views expressed in the 
Republic. 

(!)• Organization of society. 

(2). Division of powers of the 
soul. 

(3). Censorship of literature for 
children. 

(4). Methods of training chil- 
dren. 

(5). Subjects included in liberal 
course of study. 

(G). Education of w(uuen. 

g. Educational doctrines expressed 
in the Laws. 

(1). Why different from those 
of the Reiniblic. 
h. Later influence of Plato. 



HISTORY OF EDUCATION. 29 

OUTLINE XI.— Reading Keferenccs. 

Mahaffy: pp. 99-110. 

Willdns: pp. 10:^3i. 

Mooroe: pp. 13()-4f>. 

Davidson (Aristotle) : pp. 133-50. 

Davidson (Greek People) : pp. 128-51. 

Nettleship's Lectures on the Republic : pp. 
77-130, 259-93. 

Bosanquet's Plato's Education of the Young. 

Nettlesliip, in Abbot's Hellenica : pp. 67-180. 

Bryan's Plato the Teacher: especially on 
Book VII. 

Diogenes Laertius: pp. 113-51. 

Monroe's Source Book : pp. 129-204. 

Graves: pp. 184-97. 



Notes. — i. Compare the educational scheme pro- 
posed in the Republic with the systems of caste distinction 
in India and Egypt. Was Plato despairing of the organi- 
zation of society, schools, etc., then existing in the Athen- 
ian state ? 

2. From the corruption and decadence about them, 
Plato proposes a withdrawal of the philosophers that is a 
striking prototype of monasticism as practiced by early 
Christians. See Republic, Bk. VI. 

3. So the Republic stands as the first of the Utopias 
found in the literature of many nations. 



30 OUTLINE STUDIES. 

OUTLINE XII. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

I. Greece (continued). 

14. Aristotle. 

a. Biographical summary. 

b. Relation to Plato and to Socrates. 

c. Work as a teacher. 
(1). In Macedonia. 
(2). In the Lyceum. 

d. Chief writings. 

e. Outlines of educational system. 
(1). How different from Plato's. 

f. Subjects originated or developed 
by Aristotle. 

g. Character and permanence of Ari- 
stotle's influence. 

15. Pythagoras. 

a. Life and character. 

b. School founded by him. 

c. Course of study. 

d. Leading educational doctrines. 

e. Spartan character of system. 



HISTORY OF EDUCATION. 3 1 

OUTLINE XII.— Reading References. 

Wilkins : pp. 135-63. 

Monroe: pp. 146-60. 

Monroe's Source Book: pp. 265-94. 

Mahafey : pp. 110-115- 

Laurie : pp. 295-300. 

Davidson (Aristotle) : pp. 52-9, 153-202. 

Davidson (Greek People) : pp. 152-68. 

Graves : pp. 197-214. 

Diogenes Laertius: pp. 181-94, 338-59. 



Notes. — i. If Aristotle had little influence upon 
education and the schools in his time, his later influence, 
exerted through his philosophy and treatises on many sub- 
jects, was almost unbounded. This will be observed later 
in connection with Mohammedan schools and Scholastic- 
ism. 

2. Dante called Aristotle "master of those who 
know." Explain the appropriateness of this title. 

3. The school of Pythagoras is widely at variance 
with any other system of Greek education. It seems to in- 
clude Spartan, Egyptian, and Hindoo elements. What 
present day cults hold doctrines similar to those taught by 
Pythagoras ? 



32 OUTLINE STUDIES. 

OUTLINE XIII. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

II. Rome. 

1. Character of the early Romans. 

2. National ideals. 

3. Family life. 

4. Regard paid to women. 

5. Religious observances. 

6. Nature of education in the early period. 

a. Concrete ends aimed at. 

b. Means and methods. 

7. Relation of the individual to the nation. 

8. First establishment of schools. 

9. Training of girls. 

10. Introduction of Greek education, 
a. Reasons for. 

11. Difference in the attitude of the Greek 
and of the Roman mind toward culture. 

12. Classes of schools established under 
Greek influence. 

13. Qualifications and emoluments of 
teachers in the different kinds of 
schools. 



HISTORY OF EDUCATION. ^^ 

OUTLINE XIII.— Reading References. 

Graves: pp. 231-45. 

Wilkins's Roman Education : pp. 1-23. 

Monroe : pp. 176-97. 

Clarke's Education of Children at Rome: 
pp. 1-37. 

Davidson : pp. 105-11. 

Laurie: pp. 301-35. 

Rosenkranz's PMlosopliy of Education : pp 
229-39. 

Monroe's Source Book : pp. 327-85. 
Bohatta's Erziehung und Unterricht bei den 
Greichen und Romern : pp. 49-57. 

Notes. — i. Compare the earlier and the later per- 
iods of Roman education in the relative importance given 
to physical, moral and intellectual development, and in re- 
gard to the social and intellectual status of woman. Com- 
pare the earlier period with Spartan ideals and practice, 
and the later with Athenian. 

2. The attitude of the Romans toward their national 
gods differed widely from that of the Greeks toward their 
national divinities. How far does this explain differences 
in ethical and religious standards? 

3. Do you think there is sufficient evidence to prove 
that there were native Roman schools before the educa- 
tional influence of Greece was felt? 



34 OUTLINE STUDIES. 

OUTLINE XIV. 

SECOND EPOCH — T[HE CLASSICAL NATIONS, 

II. Rome (continued). 

14. Programs of study. 

a. In schoois of the littecatores 

b. In schools of the literati. 

c. In schools of the rhetors. 

15. Extent and character of Roman liter- 
ature. 

a. Prominent Roman authors. 

16. Libraries. 

a. How books were made. 

17. Extent of state support and control of 
schools. 

a. Growth of subsidies. 

b. System of privileges. 

18. Methods of teaching and governing. 

19. School buildings and equipment. 

20. Quintilian as an educator. 

a. Teaching work. 

b. Institutes of Oratory. 

c. General educational principles. 

21. Other writers on education. 

22. Decline of the Roman schools, 
a. Reasons for. 

23. How Rome has influenced the develop- 
ment of civilization. 



HISTORY OF EDUCATION. 35 

OUTLINE XIV.— Reading References. 

Graves: pp. 245-70. 

Wilkins's Roman Education : pp. 23-98. 

Monroe : pp. 197-218. 

Clarke: pp. 38-168. 

Laurie : pp. 336-411. 

Monroe's Source Book: pp. 386-509. 

Cole's Later Roman Education. 

Quintilian's Institutes of Oratory (Bohn 
Edition) : pp. 9-28. 

Bohatta : pp. 57-71. 

Ussing's Erziehung und Jugendunterricht 
bei den Griechen und Romern. 



Notes. — i. Some authors distinguish two classes of 
grammar schools — Latin and Greek. Just what differ- 
ence was there in the work of these two kinds of schools? 

2. Compare the present overlapping of the work of 
secondary schools and colleges with that of the Roman 
grammar and rhetorical schools. 



36 OUTLINE STUDIES. 

OUTLINE XV. 

THIRD EPOCH — EARLY CHRISTIAN EDUCATION. 

I. The Spiritual and Intellectual Force of 
Christianity. 

1. Compared with the systems of Greece 
and Rome. 

2. With Judaism. 

3. To what extent was Christianity influ- 
enced by other systems? 

4. Effect on family life. 

5. Reasons for the rapid spread of Chris- 
tianity. 

6- Impulse toward education. 
II. Reasons for Lack of Literary Training. 

1. Poverty and ignorance of many early 
Christians. 

2. Extreme emphasis placed upon the 
spiritual element. 

3. Wars and persecutions. 

4. Lack of Christian literature. 

III. Attitude of Early Christians toward Pagan 
Learning. 

1. General opposition. 

2. Religious and moral basis of this op- 
position. 

3. Some Christian defenders of the old 
learning. 

4. Suppression of the pagan schools A. D. 
529. 



HISTORY OF EDUCATION. 37 

OUTLINE XV.— Reading References. 

Graves : pp. 272-94. 
Compayre: pp. 61-71. 
Davidson : pp. 127-32. 
Monroe : pp. 221-32, 235-43. 
Payne : pp. 23-31. 
West's Alcuin : pp. 9-18. 
Laurie's Rise and Constitution of UnivBr- 
sities: pp. 1-27. 

Schmid II : pp. 48-83. 

Notes. — i. Christianity was one of many religions 
in the Roman Empire. If it influenced social conditions 
and systems of thought, in its turn it was influenced by 
them. In what particulars can you see pagan influences 
on Christianity? 

2. The early Christians placed themselves in an in- 
tellectual dilemma by condemning and rejecting pagan 
literature when Christian literature was practically nil. 
As this antagonism gradually lessened, many Christian 
youth were trained in the Romano- Hellenic schools until 
their final decadence. 



38 OUTLINE STUDIES. 

OUTLINE XVI. 

THIRD EPOCH. — EARLY CHRISTIAN CENTURIES. 

IV. How the Old Learning was Preserved. 

1. Greek and Roman libraries. 

2. The work of copyists. 

3. Losses through fanaticism and neg- 
lect. 

V. Types of Early Christian Schools. 

1. Catechumenal schools, 
a. Function. 

2. Catechetical schools. 

a. Purpose. 

b. Liberalizing tendencies. 

c. Studies pursued. 

3. Episcopal schools. 

a. Character and purpose. 
VI. Influence of Asceticism. 

1. Early antagonism to intellectual cul- 
ture. 

2. The hermit epoch. 

3. Development of monasteries. 

4. Significance of the monastic life. 
VII. Influence of TeutQuic Invasions. 

1. Immediate losses through wars and 
violence. 

2. Intellectual promise of the Teutons. 



HISTORY OF EDUCATION. 39 

OUTLINE XVI.— Reading References. 

Graves : pp. 278-86. 

Monroe : pp. 230-8, 262-7. 

Laurie's Rise of Universities : pp. 22-8. 

Schmid II : pp. 36-47. 

Liscomb, in Education I : pp. 556-68. 

MuUinger's Schools of Charles the Great: 
pp. 20-22. 

Drane's Christian Schools and Scholars : pp. 
1-47. 

Hodgson's Primitive Christian Education: 
Chapters IV and VII. 



Notes. — i. It is an interesting historical paradox 
that the ascetic movement, which began in an almost com- 
plete turning away from intellectual culture, finally led 
to the founding of institutions that were for a thousand 
years the chief agencies in the conservation of learning. 

2. Catechetical developed from catechumenal schools 
through accretions of secular influence and secular studies. 
Their original purpose was the same, — the appropriate 
training of candidates for church membership. 



40 OUTLINE STUDIES. 

OUTLINE XVII. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 
I. General Neglect of Learning. 

1. Extinction of the Roman schools. 

2. Social and political conditions. 

3. Indifferent equipment of the Christian 
schools. 

II. The Seven Liberal Arts. 

1. Early origin. 

2. Varro's classification. 

3. Gradual acceptance in Christian 
schools. 

4. Work of Martianus Capella. 

5. Writings of Cassiodorus and Isadore. 

6. The Trivium and the Quadrivium. 

7. Long use of the seven liberal arts as 
the standard of learning. 

III. Ecclesiastical Ideals- 

1. Asceticism a virtue. 

2. Monastic vows. 

3. Benedictine rule. 

4. Necessity for study in monasteries. 

5. Demand and responsibility for educa- 
tion. 



HISTORY OF EDUCATION. 4I 

OUTLINE XVII.— Reading References. 

Graves's History of Education during the 
Middle Ages: pp. 4-14. 

Monroe : pp. 248-59, 267-74. 

Williams's Medieval Education: pp. 47-54. 

West's Alcuin : pp. 4-27- 

Davidson (Aristotle) : pp. 239-47. 

Abelson's The Seven Liberal Arts. 



Notes. — i. Trace the seven liberal arts back to 
Aristotle, if possible, and determine if the subjects that 
formed the school curriculum of Christendom for so many- 
centuries were derived from the ideal scheme of education 
outlined by Aristotle. 

2. Varro's list of the arts included medicine and 
architecture. Why were they excluded from the list as 
finally standardized? 

3. The history of the seven liberal arts shows in a 
fairly typical way how paganism sometimes made a per- 
manent lodgment in Christian literature and customs. 



42 OUTLINE STUDIES. 

OUTLINE XVIII. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

IV. Types of Middle Age Schools. 

1. The monastery school. 

a. Original aims of the monastery. 

b. The necessity of its educational ac- 
tivities. 

c. Program of studies. 

d. Distinction of interns and externs. 

e. Kigid discipline of the monastery 
schools. 

f. Spread of the monasteries and 
their schools. 

g. Influence of monasteries on the 
preservation of learning. 

2. The episcopal school. 

a. Origin and character. 

b. Specific aims. 

c. How differentiated from the mon- 
astery school. 

d. Studies and teaching. 

3. The parochial school. 

a. Successor to the catechumenal 
school. 

b. Character and control. 

c. Program of work. 



HISTORY OF EDUCATION. 43 

OUTLINE XVIII.— Reading References. 

Graves (Middle Ages) : pp. 4-23. 
Monroe: pp. 234-6, 243-8, 253-67. 
Paulsen's German Education : pp. 10-19. 
Laurie : pp. 54-74. 
MuUinger : pp. 24-40. 
Williams: pp. 56-61. 



Notes. — i. Monastery schools seem to have been 
of a distinctly higher rank than cathedral schools. How 
do you account for this inequality? 

2. The parochial school has steadily increased the 
intellectual content of its work. Brother Azarias in Es- 
says Educational defends these schools against what he 
regards as disparaging statements of other historians. 

3. The monasteries began their educational work 
for the benefit of their own members and their successors. 
Do you think it fair to hold them responsible for the intel- 
lectual welfare of Christendom for nearly a thousand 
years ? 



44 OUTLINE STUDIES. 

OUTLINE XIX. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

IV. Types of Middle Age Schools (continued). 

4. Guild schools. 

a. Origin. 

b. Nature of earliest schools. 

c. Introduction of formal studies. 

d. Studies and teachers. 

5. Burgher schools. 

a. Reasons for organizing. 

b. Studies emphasized. 

c. Secular or ecclesiastical control. 

d. To what extent forerunners of 
modern public schools. 

6. Chantry schools. 

a. Origin. 

b. Character of work. 

c. Relation to other schools. 

V. Early Schools of Ireland and Britain. 

1. How established. 

2. Sources of supply of studies and 
teachers. 

3. Character of school work. 

4. Famous schools and teachers. 

5. How related to educational activity on 
the continent. 



HISTORY OF EDUCATION. 45 

OUTLINE XIX.— Eeading Eeferences. 

Graves: pp. 96-9. 

Monroe : pp. 259, 337-9. 

Leach's Schools of Medieval England : pp. 1- 
13, passim. 

Laurie: pp. 32-8. 

Leach's English Schools at the Eeforma- 
tion: pp. 34-55. 

Drane's Christian Schools and Scholars : pp. 
48-129, passim- 

Edgar's Early Scottish Education : pp. 8-22. 

Healy's Ireland's Ancient Schools and 
Scholars: pp. 9-109, passim. 

Gibson's Education in Scotland : pp. 1-14. 

Gaskoin's Alcuin : pp. 1-40. 



Notes. — i. In this study we see the beginnings of 
secular schools in the Christian era. The tendency toward 
the secular was manifest both in the subject-matter used, 
and in administration and control. 

2. Try to explain the fact that from the sixth and 
the eighth century, Ireland and Britain held the intel- 
lectual primacy of Europe. Do you think the later de- 
velopment on the continent was derived mainly from this 
early movement? 



46 OUTLINE STUDIES. 

OUTLINE XX. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

VI. The Revival of Learning under Charle- 
magne. 

1. Neglect of schools in his time. 

2. Political and intellectual aims of Char- 
lemagne. 

3. Plans for improving education. 

a. Parish schools. 

b. Monastic and cathedral schools, 
c- The palace school. 

4. The capitularies of Charlemagne. 

5. Alcuin. 

a. Life and teaching work. 

b. Writings. 

c. Aims and methods. 

d. Educational influence. 

6. Work of Rabanus Maurus. 

7. Erigena. 

8. To what extent this movement repre- 
sents permanent influence. 



HISTORY OF EDUCATION. 47 

OUTLINE XX.— Reading References. 

Gaskoin's Alcuin : pp. 167-211, et passim. 

West's Alciun : pp. 28-123. 

Mullinger: pp. 41-193, passim. 

Graves: pp. 25-34. 

Williams : pp. 62-88. 

Monroe : pp. 274-9. 

Laurie (Universities) : pp. 39-53. 

RashdalFs Universities of Europe in the 
Middle Ages : pp. 26-30. 

Morley's English Writers II : pp. 158-73. 

Townsend's Great Schoolmen of the Middle 
Ages : pp. 17-61. 

Britannica : article Alcuin. 

Drane : pp. 161-265, passim. 



Notes. — i. The educational work of Charlemagne 
seems to have had quite as much a political as an intel- 
lectual basis. It was one of the details for building a 
great empire. How does it compare with the present Ger- 
man attitude toward education? 

2. Charlemagne seems to have come very near to 
the idea of universal and compulsory education. 

3. A French writer says that Charlemagne founded 
the university of Paris. In what sense is there truth in 
the statement? 



48 OUTLINE STUDIES. 

OUTLINE XXI. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

VII. Mohaminedan Learning. 

1. Early antagonism of the Arabs to 
study. 

2. The religious motive of education. 

3. From religious to secular education. 

4. Source of material. 

a. Kelation of Mohammedan to 
Greek philosophy. 

5. Growth of schools, east and west. 

6. Attainments in various departments 
of learning. 

7. Noted names. 

9- Decadence of schools, reasons for. 
9. Their influence on the learning of 
other countries. 



HISTORY OF EDUCATION. 49 

OUTLINE XXI.— Reading References. 

Monroe: pp. 331-4. 

AViliiams : pp. 24-32. 

Graves: pp. 40-5. 

Schmid II : pp 570-611. 

Davidson : pp. 132-50, 

Draper's Intellectual Development of Eu- 
rope: Vol. I, pp. 382-412; Vol. II, pp. 30-53. 

Crichton's History of Arabia II : pp. 60-107. 

Britannica II : pp. 271-282, in article Ara- 
bia. 



Notes. — i. This subject seems to have been treat- 
ed very inadequately by most historians of education. The 
phases of most importance are the origin of Mohammedan 
schools and their influence upon later systems of education. 

2. In the opposition of the conservative and so-call- 
ed orthodox Mohammedans to the constructive and scien- 
tific work of the Brothers of Sincerity may be seen a fore- 
cast of many chapters in the history of Christian educa- 
tion. 



50 OUTLINE STUDIES. 

OUTLINE XXII. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

VIII. Mysticism. 

1. Origin and nature of Cliristian mys- 
ticism. 

a. Relation to Platonic philosophy. 

2. Three-fold nature of the soul. 

3. Corresponding phases of develop- 
ment. 

4. Leaders and authorities of mystic- 
ism. 

5. Mysticism of other types and times. 
I X. Scholasticism. 

1. Nature. 

2- Development. 

3. Aims and purposes. 

4. Changing relations to the church. 

5. Content of scholastic thought. 

6. Significance of the conflict between 
realism and nominalism. 

a. The compromise view of Abe- 
lard. 

7. The methods of scholasticism. 

8. Literature of scholasticism. 

9. Leading schoolmen. 

10. Merits and demerits of scholastic 
education. 



HISTORY OF EDUCATION. 51 

OUTLINE XXII.— Reading References. 

Drane : pp. 432-84. 

Graves: pp. 47-60. 

Mo^nroe : pp. 279-84, 292-313. 

Britannica XIX : pp. 124-6, in article Mys- 
ticism; XXI Y: pp. 346-56, in article Scholastic- 
ism. 

Davidson : pp. 159-65. 

Monroe's Encyclopedia of Education : in 
articles ^lysticism and Scholasticism. 



Notes. — i. Mysticism has little direct bearing on 
the development of education in the Middle Ages, belong- 
ing more to the history of religion. In this phase valuable 
discussions may be found in the writings of Harnack, 
Jones, and Underbill. 

2. As an educational question scholasticism has to 
do with the content and method of education from the 
ninth to the fifteenth century. Under monasticism the 
basis of work was the seven liberal arts ; under scholastic- 
ism it changed to theology and logic. 



52 OUTLINE STUDIES. 

OUTLINE XXIII. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

X. Rise of Universities. 

1. Influence of Alcuin and his pnpils. 

2. Influence of the Mohammedans. 

3. Growtli of the scientiflc spirit. 

4. Specialized study. 

5. Abelard. 

a. Life and work. 

b. Relation to university development. 

6. Distinction between the university and 
the scliool. 

a. Did loAver schools grow into univer- 
sities? 

7. Relation of the university to church and 
state. 

a. Extent to which each was responsi- 
bly in the founding of universities. 

8. Beginnings of the earliest universities. 

a. Paris. 

b. Bologna. 

c. Salerno. 

d. Oxford. 

e. Prague. 

f. Heidelberg. 



HISTORY OF EDUCATION. 53 

OUTLINE XXIII.— Reading Keferences. 

Compayre's Abelard : pp. 3-69. 

Rashdall : pp. 38-127, 273-99, et passim. 

Laurie (Universities) : pp. 91-105. 

Paulsen's German Universities (Scribner) : 
pp. 13-28; (Maemillan) : pp. 16-38. 

Davidson : pp. 166-74. 

Monroe : pp. 313-17. 

Graves : pp. 76-82. 

Schmid II : pp. 336-425. 

Ruber's English Universities : pp. 1-63. 

Headlam's Oxford and Its Story : pp. 61-92. 

Stubbs's Cambridge and Its Story: pp. 49- 
70. 

Britannica XXIII : pp. 831-6, in article 
University. 

Drane II : pp. 1-182, passim. 

Williams : pp. 134-161. 



Notes. — i. In the earliest universities authority 
was mainly derived from the students: in modern univer*- 
sities authority is granted by the state. Student univer- 
sities and state universities are the extremes as to univer- 
sity authority. 

2. The origin of many universities is obscured in 
mythical narration. Oxford connects with its founding 
Alfred the Great, and Cambridge claims the Venerable 
Bede as an early member of its faculty. 



54 OUTLINE STUDIES. 

OUTLINE XXIV. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

X. Rise of Universities (continued). 
9. Privileges of Universities. 

a. Origin. 

b. Nature of. 

c. Importance in university develop- 
ment. 

10. Organization of nations. 

a. Reasons for. 

b. Varying number in different univer- 
sities. 

c. Officers, — their powers and duties. 

11. Faculties. 

a- Gradual differentiation. 
b. Distinction of superior and inferior 
faculties. 

12. University government. 

a. Officers, — how chosen. 

b. Sources of uniA^ersity laws and regu- 
lations. 

c. Enforcement of rules and law\ 

13. Courses of study. 

14. Methods of teaching and learning. 

15. Examinations and degrees. 

a. Compare with guild organization. 

16. Manner and habits of student life. 

17. Extent of the influence of early univer- 
sities- 



HISTORY OF EDUCATION. 55 

OUTLINE XXIV.— Reading References. 

Rashdall; See under treatment of separate 
universities. 

Compayre's Abelard: pp. 73-306, passim. 

Laurie (Universities) : pp. 172-293, passim. 

Graves: pp. 82-94. 

Schmid II : pp. 425-548. 

Savigny, in Barnard's Journal of Educa- 
tion, Vol. 22 : pp. 273-330, passim. 

Denifle, passim. 

Monroe : pp. 317-27. 

Norton's Mediaeval Universities, passim. 

Bevan's University Life in the Olden Time: 
pp. 3-50. 

Munro's The Mediaeval Student. 



Notes. — i. Interesting comparisons of the medi- 
aeval and modern universities may be made with reference 
to degree requirements, faculties, and the manner of stu- 
dent life. 

2. Note the relation of the faculty of Arts to the 
other faculties and the changed relation of later times. 



5b OUTLINE STUDIES. 

OUTLINE XXV. 

FOURTH EPOCH. — ^[IDDLE AGE EDUCATION. 

XI. Educational Work of Alfred the Great. 

1. Condition of English learning in Ms 
time. 

2. Influence of Charleniagnt\ 

3. Alfred's personal furthering of schol- 
arship. 

4. Effect of this stimulus. 
XII. Chivalric Education. 

1. Relation to feudalism. 

2. Stages of advancement. 

3. Content of chivalric education- 

4. Influence of minnesingers and trou- 
badours. 

XIII. Education of Women. 

1. General condition. 

2. Among the knightly class. 

3. Nature of training. 

XIV. Byzantine Learning. 

1. Source and cliaracter. 

2. Reasons for its feeble activity and in- 
fluence. 

3. Relation to the Renaissance. 



HISTORY OF EDUCATION. 57 

OUTLINE XXV.— Reading References. 

Graves : pp. 36-9, 63-70. 
Williams: pp. 33-8, 89-104. 
Mo>nroe: pp. 284-91. 
Schmid II : pp. 258-308. 
Drane : pp. 266-87. 



Notes. — i. In aims, stages, and methods, chivalvic 
offers an interesting analogy to ecclesiastical education, 
even to the "seven arts." 

2, The extent to which educational opportunity 
w^as available to women depended almost entirely upon 
their rank. Educational achievement by women in this 
period was almost entirely confined to the nobility and the 
convent. 

3. Byzantine learning yields a strange story of in- 
tellectual isolation and stagnation. But it was the basis 
for the brilliant development of the Renaissance. 



58 OUTLINE STUDIES. 

OUTLINE XXVI. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

I. Revival of Learning. 

1. Causes. 

a. Crusades and their influences. 

b. Development of national spirit. 

c. National literatures, 
d- Explorations. 

e. Scientific discoveries. 

f. Art of printing. 

g. Fall of Constantinople. 

h. Influence of Dante, Petrarch, Boc- 
caccio. 

2. Relation of the Revival of Learning to 
the larger Renaissance movement. 

3. Unequal progress in different countries, 
a. Order in which leading countries 

were influenced. 

4. Unlike effects produced on different na- 
tionalities. 

a. Types, — Italy and Germany. 

5. Changes in educational purposes and 
methods. 



HISTORY OF EDUCATION. 59 

OUTLINE XXVI.— Reading References. 

Graves : pp. 100-123. 

Monroe : pp. 351-70. 

Williams : pp. 18-26. 

Drane II: pp. 183-209. 

Symoncls's Revival of Learning: pp. 69-157, 
passim. 

Symonds's Age of Despots : pp. 1-31, et pas- 
sim. 

Burckhardt's Renaissance in Italy : pp. 171- 
216. 

Draper's Intellectual Development of Eu- 
rope II : pp. 190-207. 

Education, Vol. I : pp. 37-47, 177-9. 

Britannica: Article Renaissance, passim. 



Notes. — i. Contrary to the usage of some writers 
Renaissance and Revival of Learning are not synonymous 
terms. The Renaissance is the larger, more inclusive 
movement, embracing the intellectual, the artistic, the 
religious, the literary, and the political developments that 
have led to the conditions of modern life. 

2. The fact that the Revival of Learning and the Re- 
formation influenced Germany and England contemper- 
aneously modified both movements and produced an effect 
different from that w^hich would have been produced by 
either alone. 



6o OUTLINE STUDIES. 

OUTLINE XXVII. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

II. Ilumanism. 

1. Origin and nature. 

2. Relation to classical ideals. 

3. Characteristics of early humanism. 

4. Later narrowing. 

5. Reasons for the rapid spread of human- 
ism. 

G. Antagonistic influences. 

7. Typical humanists. 

a. Vittorino da Feltre. 
(1). Life and work. 

(2). Breadth of his educational 

program. 
(3). Modern tendencies. 

b. Erasmus. 

(1). Life and character. 
(2). Writings. 
(3). Educational doctrines. 
(4). Influence. 

8. Survival of humanistic ideas. 



HISTORY OF EDUCATION. 6l 

OUTLINE XXVII.— Reading References. 

Monroe : pp. 370-82. 
Graves: pp. 123-38. 

l^arnard's (lernian P^ducators: pp. 71-84. 
\Villianis (Modern Education) : pp. 56-65. 
Woodward's Erasmus Concerning Educa- 
tion, passmi. 

.Schniid II (Part 2) : pp. 1-150. 
Woodward's Vittorino da Feltre : pp. 1-92- 



Notes. — i. Humanism is a term that needs care- 
ful definition. There have been many phases in the de 
velopment of the idea. The humanism of Erasmus is 
quite dififerent from the humanism of today, and there 
have been many intermediate stages. Humanism repre- 
sents the most vital single element in the history of cul- 
ture for five hundred years. 

2. Determine to what extent the prominence of 
classical studies in present day curriculums is logical, and 
to what extent based on historical grounds. 



62 OUTLINE STUDIES. 

OUTLINE XXVIII. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY, 

III. Educational Results of the Reformation. 

1. Relation of the Reformation to the Re- 
vival of Learning. 

2. Other causes of the Reformation. 

3. Effect of the Reformation on existing 
schools. 

4. New types and bases. 

5. Influence of the Reformation on uni- 
versities. 

6. Basis and need of Protestant educa- 
tional activity. 

7. New movements in education in (.'ath- 
olic countries. 

8. Educational work and doctrines of 
leading reformers. 

a. Luther. 

(1). Responsibility for educa- 
tion 

(2). Compulsory and universal 
education. 

(3). Curriculum. 

b. Melancthon. 

(1). Ways in which he advanced 

education. 
(2). Relation to the gymnasium. 

c. Zwingii. 

(1). Classification of education- 
al activities. 



HISTORY OF EDUCATION. 63 

OUTLINE XXVIII.— Reading References. 



'& 



Monroe : pp. 401-16. 

Williams; pp. 52-5, 91-6. 

Davidson: pp. 175-83. 

Barnard's German Teachers and Educa- 
tors: pp. 96-184. 

Woodward's Education During the Renais- 
sance: pp. 210-43. 

Graves : pp. 179-93. 

Painter's Luther on Education, passim. 

Schmid II (part 2) : pp. 151-275. 

Encyclopedia of Education: Articles Refor- 
mation, Luther, Melancthon, Zwingli. 



Notes. — i. Show the logical connections between 
the Revival of Learning and the Reformation and how 
each movement was, in some sense, at the same time the 
cause and the efifect of the other. 

2. Luther's educational views are almost identical 
with the motives and plans that now guide the educational 
activities of all enlightened countries. 



64 OUTLINE STUDIES. 

OUTLINE XXIX. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH (CEN- 
TURY. 

IV. Ediicalors of the Period. 

J. Vivcs — an early exponcnl of inodcrn 
doctrine. 

a. Ilis times an(i his works. 

b. Views concerning; the character of 
teachers. 

c. (^onccTiiinj*' nietliod. 

d. Iii(liie!ice of scliool bnildinj; and 
snrronndin<;s. 

e. lOducalion of j;irls. 

2. Kainns — the revolt against scliolastic- 
isni. 

a. Life and work. 

I). Attitnd(^ toward scliolasticisni. 

c. University reform. 

3. Uabehiiss — a forerniiner of realism. 

a. IJfe and character. 

b. (largantna and rantajirnel. 

c. Leading educational doctrines. 



HISTORY Or-^ KDUCATION. 65 

OUTLINIO XXIX.— Kcjulino Jtofrn^ncos. 

Williurns (Modern l^:(ln(Jilion ) : pp. <;r»-8(). 
Muni'oc'H l^](lii(;i(ion;il Idcjil : ]>[). S-»>5. 
IU"ovviiin<i;: pj). (>S-7!). 
Shelley's Sdenlilic Men of I^'rariee 1 : pp. 2:\- 

(^nick'H Ediieational Ueforrners: pp. (I'M). 

Laurie's lOdncalional ()])inion Iroin 1 he lie- 
naissaiiee: pp. 1<S-U^{. 

Sehinid's lOne.yclopadic; Erziehnnjj;s nnd nn- 
terrichts IX : pi). TdO-Sf)!. 

Rein's lOncyctlopadisehes llaiidbueh der 
l*adaj;()^ik : Articles Uarnns, Vlves. 

Watson's Vives, pas^^im. 

Graves's Pc^tc^i* Karrnis, passim. 

Woodward's Vittorino da. T'eltre and Other 
Humanist I^^ducalors: pp. ^-U2. 

(1 raves: [>p. 12»5-7. 

liahelais: Jik. J, Oli. XXIll, XXIV; IJk. I, 
Ch. VI 1 1. 

IIod<;son's Studies in French Education: 
pp. 11-17. 

Woodward's Education Durin<^ the Renais- 
sance : pp. 180-210. 

Notes. — i. While neither Rahelais nor lVIontaij2;ne 
was an educator in the usual sense, they discussed educa- 
tional conditions with such spirit that it seemed proper to 
study their views in connection with these outlines. 

2. Compare the propositions of Ramus for univer- 
sity reform with u^hat has happened in the reorganization 
of French universities. 



66 OUTLINE STUDIES. 

OUTLINE XXX. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period (continued). 

4. Montaigne. 

a. Life. 

b. Writings. 

c. Educational views. 
(1). Language study. 
(2). Discipline. 

(3). Method. 

(4). Intellectual capacity of wo- 
men. 
( 5 ) . Social value of education. 

5. Ascliam. 

a. Life and work as a teacher. 

b. Methods of language study. 

c. Views regarding school discipline. 

6. Mulcaster. 

a. Education and teaching work. 

b. Writings. 

c. Leading educational doctrines. 
( 1 ) . Training of teachers. 
(2). Use of the vernacular. 
(3). Schooling for girls. 
(4). Physical training. 



HISTORY OF EDUCATION. 67 

OUTLINE XXX.— Reading References. 

Montaigne's Education of Children. (In- 
ternational Education Series). 

Ascham's Schoolmaster (Arber's English 
Reprints). 

Mulcaster's Positions: pp. 299-309, et pas- 
sim. 

Browning: pp. 79-90. 

Williams : pp. 80-90, 106-13. 

Munroe: pp. 95-123, passim. 

Quick : pp. 70-102. 

Giles' Ascham's Works III : pp. 78-167, et 
passim. 

Carlisle's Ascham and Arnold : pp. 1-54, pas- 
sim. 

Fitch's Educational Aims and Methods: pp. 
215-48. 

The Schoolmaster in Literature: pp. 13-24. 

Oliphant's Educational Writings of Rich- 
ard Mulcaster, passim. 

Johnson's Works 12: pp. 308-28. 

Laurie (Educational Opinio.n) : pp. 58-85, 
94-116. 

Monroe : pp. 382-5, 455-61, 465-7. 

Hodgson: pp. 19-50. 

Graves : pp. 246-54. 



68 OUTLINE STUDIES. 

OUTLINE XXXI. 

FIFTH EPOCH. — RENAISSANCE AND SFXTEENTH CEN- 
TURY. 

IV. Educators of the IN^riod (Continued). 
7. Loyola and the Jesuit schools. 

a. Training and lead(irship of Loyola. 

b. development of the system. 

c. Humanistic; character of studies. 

d. Courses of study, — llniio Htudior- 
um. 

('. lJisre<»ard of primary work. 

f. M(itiiods of teaching. 

g. Scliool discipline, 
h. Us(i of emulation. 

i. Reputation of Jesuit schools. 

(1). Reasons for. 
j. Chief dcifects of the system, 
k. Later influence. 



HISTORY OF EDUCATION. 69 

OUTLINE XXXI.— Reading References. 

Hughes's Loyola: Chapters VI and X, ct 
passim. 

Barnard's (lerman P]ducators : i)p. 229-67. 

Quick : pp. 33-62. 

Munroe: pp. 125-37. 

Williams: pp. 113-17. 

Browning: pp. 117-25. 

Davidson : pp. 183-9. 

Draper II : pp. 214-28. 

Russell (German Higher Schools) : pp. 46- 



52. 



188. 



Monroe : pp. 420-9. 

Laurie (Educational Opinion) : pp. 86-94. 

Schwickerath's Jesuit Education: pp. 73- 

Graves : pp. 208-22. 
McCormick: pp. 232-44. 



Notes. — i. The Ratio Studiorum, the course of study 
for the Jesuit schools, was, in the early part of the nine- 
teenth century, modified to meet the greater demand for 
modern languages and science work ; but in detail and in 
spirit the plan of work in these schools remains very much 
the same as it was three hundred years ago. Few educa- 
tional instruments have shown such prolonged power and 
usefulness as has the Ratio Studiorum. 

2. Compare the organization of work in the Jesuit 
schools with the system of John Sturm. Does either seem 
to be derived from the other? 



70 OUTLINE STUDIES. 

OUTLINE XXXII. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period (Continued). 

8. Sturm. 

a. His work as a teacher. 

b. Character of Sturm's graded sys- 
tem. 

c. Its influence. 

d. Defects in Sturm's theory and 
practice. 

9. Trotzendorf. 

a. His relation to Melancthon. 

b. Emphasis put on preparatory 
work. 

c. Form of school government. 
10. Neander. 

a. Elementary and higher work dis- 
tinguished. 

b. Place given to scientific studies. 



HISTORY OF EDUCATION. 7 I 

OUTLINE XXXII.— Reading References. 

Williams : pp. 96-106. 

Quick : pp. 27-32. 

Barnard's German Educators: pp. 185-228, 
passim. 

Monroe : pp. 391-3. 

Laurie (Educational Opinion) : pp. 24-30. 

Rein: Articles Sturm, Trotzendorf. 

Schmid (Encyclopadie) : Articles Neander, 
Strum, Trotzendorf. 

Monroe's Encyclopedia: Articles Sturm, 
Trotzendorf, Neander. 



Notes, — i. A system of grading and the classical 
ideal in studies are the two important elements that Sturm 
contributed to school systems. The prominence given to 
classical studies is still very marked in many quarters. The 
German gymnasium, the English public school, and the 
American church college illustrate the classical tendency. 

2. Some recent experiments in developing self-gov- 
ernment among youth add interest to Trotzendorf's plan 
of school government. The honor system as used in some 
colleges and universities, the George Junior Republic, 
and the school city as found in some city grammar and 
high schools show recent applications of some of the prin- 
ciples set forth by Trotzendorf. 

3- Neander was a pioneer in the differentiation of 
natural science from classical studies. 



72 OUTLINE STUDIES. 

OUTLINE XXXIII. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

V. Universities at the End of the Sixteenth 
Century. 

1. Progress in the founding of new insti- 
tutions. 

2. Conflict between scholasticism and 
humanism. 

3. Resulting changes in courses of study. 

4. Lessening of international character 
of universities. 

5. Character and customs of student life. 
VI. Secondary Education of the Period. 

1. Differentiation of secondary schools 
and universities. 

2. Founding of schools in England. 

3. Extent of Jesuit schools and their in- 
fluence. 

4. Protestant schools in Germany and 
Scandinavian countries. 

5. Humanistic character of the curricul- 
um. 

VII. Elementary Education. 

1. General neglect, 
a. Reasons for. 

2. State intervention in northern Eu- 
ropean countries. 

3. Purpose and scope of primary educa- 
tion. 



HISTORY OF EDUCATION. 73 

f 

OUTLINE XXXIII.— Reading References. 

Paulsen's German Universities: pp. 29-44. 

Huber's English Universities I : Chapters 
VII and VIII, passim. 

Barnard's Journal 6 : pp. 11-37. 

Monroe: pp. 386-97. 

Laurie (Educational Opinion) : pp. 31-7. 

Russell's German Higher Schools: pp. 17- 
45. 

Report Commissioner of Education, 1897-8: 
pp. 15-39. 

Paulsen's German Education : pp. 60-79. 

Leach's English Schools at the Reforma- 
tion : pp. 34-114, passim. 

Stowe's Elizabethan Grammar Schools, pas- 
sim. 



Notes. — i. It is a peculiar historical fact that the 
secondary schools of England had by the end of the six- 
teenth century very largely taken on the characteristics 
that they now possess. No other civilized conutry has 
been so conservative, educationally, as England, and in no 
part of her system is this conservatism shown so markedly 
as in her typical secondary schools. In ideals, organiza- 
tion, government, curriculum, and methods, the English 
secondary school to-day is practically what it was three 
centuries ago. 

2. By the end of the sixteenth century the predomi- 
nance of humanism over scholasticism was assured. Thiis 
fact necessitated a fundamental reorganization of the aims, 
purposes, and methods of education in universities and 
schools. 



74 OUTLINE STUDIES. 

OUTLINE XXXIV. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 

CENTURY. 

T. Work of tlie Jaiisenists. 

1. Orif]^in of the sect. 

2. Leiidiug teacliers and writers. 

3. Important writings. 

4. Their edueatioiial thi^ory and practice. 

5. Anta<4()nism of the Jesuits, 
a. Reasons for. 

6. Closing of tlieir establishments. 

7. Education of girls. 

a. Work of Jacqueline Pascal. 

b. Phases of asceticism. 
II. Fenelou. 

1. Leading events of his life. 

2. His work as a teacher. 

a. Earlier. 

b. With the Duke of Burgundy. 

3. Pedagogical writings. 

4. Leading educational principles. 

5. Limitations of Fenelon's system. 



HISTORY OF EDUCATION. 75 

OUTLINE XXXIV.— Reading References. 

Monroe : pp. 134-52. 

Quick : pp. 172-95. 

Browning: pp. 127-34. 

Williams : pp. 186-90, 231-41. 

Shelley's Scientific Men of France: pp. 329- 
73, passim. 

Fenelon's Education of Girls. 

Cadet's Port Royal Education: pp. 1-7, 46- 
59, 200, 209, 221-42, passim. 

Beard's Port Royal : pp. 127-60. 

Educational Review 6 : pp. 485-92, and Vol. 
7 : pp. 64-71. 

Hodgson : pp. 51-92, 110-30. 

Graves : pp. 223-28. 

Encyclopedias: Articles Fenelon, Jansen- 
ists. 



Notes. — i. In its later influence the educational 
work of the Jansenists was very important, but it repre- 
sents only one phase of their activity: and the educational 
differences between the Jansenists and the Jesuits is only 
a small part of the long, bitter conflict between them. 

2. Consider the applicability to general educational 
work of the doctrines of Fenelon, whether found in his 
book of the education of girls or in his practice. Give 
special consideration in this regard to his ideas of indirect 
instruction, and of making all instruction pleasurable. 



76 OUTLINE STUDIES. 

OUTLINE XXXV. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 

CENTURY. 

III. Work of La Salle and Brethren of the 
Christian Schools. 

1. Allied events precedent. 

a. Efforts of Demia. 

b. Work of Claude Joly. 

c. Compilation of "Book of the Par- 
ish School.'' 

2. La Salle and his order. 

a. Life and character of La Salle. 

b. Character and purpose of the or- 
der. 

c. Idea of normal training. 

d. Beginning of vocational training, 
d. Gratuitous and obligatory instruc- 
tion. 

f. The "Conduct of Schools." 

( 1 ) . Organization. 

(2). Curriculum. 

(3). Simultaneous instruction. 

(4). Punishment. 

g. Asceticism in the thought and 
work of La Salle. 

h. Later history of the order. 



HISTORY OF EDUCATION. 77 

OUTLINE XXXV.— Reading References. 

Compayre: pp. 253-77. 

Barnard's Journal III : pp. 437-48. 

Buisson's Dictionnaire de Pedagogie, Tome 
II : pp. 1514-23. 

Brother Azarias (Essays Educational) : pp. 
207-54. 

Graves : pp. 229-32. 

Adamson's Pioneers in Education: pp. 212- 
36. 



Notes. — i. The work of the Brethren of the 
Christian Schools represents one of the most intelligent 
and most successful attempts to conduct primary schools 
for all the people made before the advent of the nineteenth 
century and state education. La Salle began his work 
more than a century before there was anything like ade- 
quate organization for providing primary instruction in 
England. 

2. La Salle should be given credit for the first per- 
manent establishment of the normal school. He also 
made a beginning in the use of Industrial training in re- 
form schools. But, as Brother Azarias shows, La Salle's 
most distinctive contribution to educational advancement 
was the substitution of class for individual instruction. 



78 OUTLINE STUDIES. 

OUTLINE XXXVI. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 

CENTURY. 

IV. Rollin. 

1. Life and character. 

2. His teaching work. 

3. His relation to the University of Paris. 

4. His writings. 

5. Important educational principles. 

a. Use of the vernacular. 

b. Importance of history. 

c. Value of scientific instruction. 

d. Preference of Latin to Greek. 

e. School punishments. 

f. Education of girls. 
V. Madame de Maintenon. 

1. Basis of her educational w^ork. 

2. Earlier school activities. 

3. The establishment at St. Cyr. 

a. Purpose of the school. 

b. Two periods and changed plans. 

c. Courses of training. 

d. Educational principles illustrated. 

4. Influence of reaction at St. Cyr on edu- 
cation of girls and women. 



HISTORY OF EDUCATION. 79 

OUTLINE XXXVI.— Reading References. 

Compayre: pp. 212-52. 
Buisson II : pp. 1770-5, 2620-4. 
Forthightly Review, April, 1903 : pp. 719-38. 
Hodgson : pp. 93-110. 

Encyclopedias: Articles Rollin, Maintenon, 
Madame de. 



Notes. — i. As an index of the bitterness of theo- 
logical controversy it is interesting to note that the right 
of Rollin to hold the rectorship of the University of Paris 
was successfully challenged because of his adherence to 
Jansenist doctrines. 

2. The educational influence of Madame de Main- 
tenon was much lessened by her complete change of plan of 
conducting the school at St. Cyr. If the first plans had been 
adhered to it is possible that France might have attained a 
place of leadership in the higher education of women. 



8o OUTLINE STUDIES. 

OUTLINE XXXVII. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 

CENTURY. 

VI. Work and Intlueuee of Ratich. 

1. The Innovators — nature of their influ- 
ence. 

2. Chief demands made by them. 

3. Ratich the earliest of the Innovators. 

4. Life and character. 

5. His proposals for educational reform. 

6. Ratich's teachin<»' experiences. 

7. Radical chanjjje in methods. 

8. Reasons for his failures. 

9. His writings and educational doctrines. 
10. Ratich's relation to subsequent reform. 



HISTORY OF EDUCATION. 8 1 

OUTLINE XXXVII.— Beading References. 

Quick : pp. 103-18. 

Barnard's German Teachers : pp. 31146. 
W. Monroe's Comenius : pp. 28-35. 
Browning: pp. 51-6. 
Williams : pp. 154-62. 
Payne : pp. 67-71. 
Laurie's Comenius : pp. 15-18. 
Encyclopedia of Education: article Batich. 
Graves : pp. 267-71. 

Graves's Great Educators of Three Cen- 
turies : pp. 20-25. 

Adamson: pp. 31-15. 

Notes. — i. Compare Ratich's educational princi- 
ples with the general principles of the Innovators. What 
views set forth by Ratich seem to lack validity? It hap- 
pened to Ratich as to many other historical characters that 
those who followed him, adopting and adapting his prin- 
ciples and plans, have received more credit than the origi- 
nator. The reasons for this are partly personal and partly 
in the nature of the times in which he lived. 

2. The evils pointed out by Ratich in the education 
of his time were generally recognized, but the unsettled 
religious and political conditions made reform difficult, 
and largely impossible. The Thirty Years' War was just 
beginning. 



82 OUTLINE STUDIES. 

OUTLINE XXXVIII. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 

CENTURY. 

VII. Comenius — The Greatest of the Innova- 
tors. 

1. Early life and education. 

2. Choice of a profession. 

3. Work at Fulneck. 

4. At Lissa. 

5. Visit to London. 

6. Work in Elbing. 

7. In Patak. 

8. Later years. 

9. Pansophic schemes. 

10. Ideal school organization. 

11. Didactica Magna. 

12. Janna Linguarum Reserata. 

13. Orhis Pictus. 

14. Other educational writings. 

15. Summation of leading principles. 

16. Educational influence. 



HISTORY OF EDUCATION. 83 

OUTLINE XXXVIII.— Reading References. 

Laurie's Comenius : pp. 19-68, et passim. 

W. Monroe's Comenius: pp. 38-82, et pas- 
sim. 

Quick: pp. 110-70. 

Williams : pp. 163-86. 

Munroe: pp. 68-94. 

Payne : pp. 76-82. 

Barnard's German Teachers: pp. 347-88. 

Report of National Educational Associa- 
tion for 1892 : pp. 703-23. 

Hanus's Educational Aims and Educational 
Values : pp. 195-211. 

Monroe : pp. 480-98. 

Adamson: pp. 46-96, passim. 

Parker's History of Modern Elementary 
Education : pp. 135-49. 



Notes. — i. This study has to do with only the edu- 
cational side of the work of Comenius, but he was nearly 
or quite as much a theologian as he was an educator. His 
theological contentions and the elaboration of his religious 
views often interrupted or delayed the educational work 
that he had undertaken. Owing to the troublous times in 
which he lived, the immediate influence of Comenius and 
his educational doctrines was not so great as would be sup- 
posed from the reading of some authors. 

2. Nineteenth Century educators rightly credited 
Comenius with being a pioneer in advancing the funda- 
mental principles that are characteristic of nineteenth cen- 
tury education. Much of Pestalozzi's work is a restate- 
ment of doctrines formulated by Comenius. 



84 OUTLINE STUDIES. 

OUTLINE XXXrX. 

SIXTH EPOCH. — EDTKUTION IN rilE SEVENTEENTH 

(CENTURY. 

VIII. hillnciice of rYunciH Bacon. 
J. Ki\v]y lif(^ and (Mliiciiiion. 

2. <)|)j)()sin^- IrjiilH of cluirncjcr. 

3. VVi'i lilies. 

4. (yrilicisiii of llic University. 

5. OIJKT ('(hicjilioiijii viewH. 

(). r»acoii\s relation lo in<l active reason- 

7. Indnc^nce of the IJjiconian ])I)il()S()- 

p''.y- 

IX. lOdnciitionjil Views of Milton. 

J. Life and chai-axtter. 

2. lOducation. 

;{. Vi(^\vs re^Jii'dinj^ univcTsity life. 

4. Work Jis a tejicher. 

5. Tractate on Education. 
(). lni])ortant i)rincij)les. 

7. Concrete methods advocated. 

8. II(dation of academies to Milton. 



HISTORY OF EDUCATION. 85 

OUTLINE XXXIX.— Reading References. 

Munroe : i)p. 3G-67. 

Monroe: pp. 443-51, 468-78. 

Browning: pj). 90-102. 

Williams: pp. 191-202. 

Quick: pp. 212-18. 

Laurie's Educational Ojnnion Since the Re- 
naissance : pp. 119-37, 159-80. 

Barnard's Journal 2 : pp. 76-85. 

Barnard's English Pedagogy: pp. 77-94, 
151-90. 

Hchmid (Geschichte 3 a) : pp. 382-439. 

The ^^Tractate" may be found in full in Mil- 
ton's prose works and in Barnard's English 
Pedagogy. 

Graves: pp. 262-7. 

Graves (Great Educators) : pp. 1-18. 

Adamson: pp. 1-17. 

Notes. — i. It is questionable if the claim that 
Bacon is the founder or discoverer of the inductive method 
of investigation is well founded. Was the philosophy of 
Aristotle wholly deductive? 

2. The smallest part of Milton's title to fame is in 
the expression of his educational views. The tractate, 
which is well worth reading in full, is, especially in the 
latter part, a rather off-hand discussion of a very large sub- 
ject. 

3. Writers on American education regard the de- 
velopment of the academies of the eighteenth century as 
largely due to the influence of Milton as shown In the Puri- 
tan academies of England. 



86 OUTLINE STUDIES. 

OUTLINE XL. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 

CENTURY. 

X. Work and influence of John Locke. 

1. Early life and education. 

2. Student days at Oxford. 

3. Connection with the Shaftesburys. 

4. Teaching work. 

5. Political offices and dangers. 

6. Writings. 

7. Reason for first writing ^'Thoughts on 
Education." 

8. Important doctrines of the "Thoughts." 

a. On physical education. 

b. On intellectual development. 

c. On moral discipline. 

9. Locke and Montaigne compared. 
10. Influence of Locke on Rousseau. 



HISTORY OF EDUCATION. 87 

OUTLINE XL.— Reading References. 

Quick : pp. 219-38. 

Williams : pp. 202-19. 

Browning: pp. 102-18. 

Munroe: pp. 101-23. 

Monroe : pp. 512-23. 

Davidson: pp. 197-208. 

Laurie (Educational Opinion) : pp. 181-234. 

Encyclopedia of Education : article Locke. 

^'Thoughts Concerning Education" may be 
found complete in Quick's Locke on Educa- 
tion, in English Pedagogy, pp. 225-342, and in 
Locke's Works, Volume IX, pp. 6-205. 

Misawa's Modern Educators : pp. 35-56. 

Graves (Great Educators) : pp. 52-66. 

Parker : pp. 150-59. 



Notes. — i. The doctrines of Locke form the basis 
of much of Rousseau's Emile. On the cardinal principles 
expressed by Locke, compare Rousseau and Montaigne. 
Do the views of Comenius ally him with this group of 
thinkers? 

2. The characteristic feature of Locke's physical 
education is the hardening process. The same phrase may 
express his theory of moral education, in which he insists 
on the control of life and action by reason regardless of 
likes and dislikes, preference and prejudice. 

3. It is in physical and moral education that Locke 
holds to the disciplinary conception. In method and in 
subject matter of intellectual education Locke is frankly 
utilitarian. 



88 OUTLINE STUDIES. 

OUTLINE XLI. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 

CENTURY. 

XI. American Education. 

1. Attitude of New England colonists to- 
ward schools. 

2. Early laws. 

3. Activity of the Dutch. 

a. Character of early schools. 

4. Contrast between northern and south- 
ern colonies in educational activities, 
a. Reasons. 

5. Grades of schools established. 

6. Subjects taught and courses of study. 

7. Founding and early history of Harvard 
College. 

8. William and Mary College. 

9. Noted names. 

10. Permanence of educational leadership 
gained in this country. 



HISTORY OF EDUCATION. 89 

OUTLINE XLI.— Reading References. 

Martin's Evolution of the Massachusetts 
School System: pj). 1-69. 

Boone's Education in the United States : pp. 
1-60, passim, 

Dexter's History of Education in the United 
States : pp. 1-67, passim. 

Brown's Making of Our Middle Schools : pp. 
31-58. 

Report of Commissioner of Education 1892- 
3 : pp. 1225-47. 

Report of Commissioner of Education 1893- 
4 : pp. 648-82. 

Educational Review III : pp. 313-36. 

Educational Review IV : pp. 34-46, 241-52. 

Gould's Ezekiel Cheever. 

Clews's Educational Legislation of the Col- 
onies: passim. 

Notes. — i. The early education laws in New Eng- 
land mark one of the most advanced positions then taken 
anywhere in the world in behalf of state education. But 
the schools there commanded by law were not usually free 
schools, supported by public taxation, as we now have 
them. 

2. The difference between the northern and the 
southern colonies in their attitude toward schools may be 
explained partly by differences in the conditions of settle- 
ment; but also by differences in social standards. 

3. In its beginnings and early equipment and sup- 
port William and Mary College was vastly more fortu- 
nate than Harvard. Compare them as to present status. 



90 OUTLINE STUDIES. 

OUTLINE XLII. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 

CENTURY. 

I. Pietism and the Work of Francke. 

1. Nature and influence of Pietism. 

2. Early life and education of Francke. 

3. Acquaintance with Spener — results. 

4. Teaching work. 

a. At Leipzig. 

b. At Hamburg. 

c. At Halle. 

5. Founding and growth of the ^^Institu- 
tions." 

a. Elementary and secondary schools. 

b. Beginnings of the Realschule. 

c. Training of teachers. 

d. Other establishments. 

6. Francke's leading educational principles. 

7. Permanency of his influence. 

8. Present condition of the ^'Stiftungen.'' 



HISTORY OF EDUCATION. 9 1 

OUTLINE XLII.— Reading References. 

Barnard's German Educators : pp. 407-24. 

Williams : pp. 258-67. 

Klemm's European Schools : pp. 182-5. 

Graves : pp. 299-305. 

Graves (Great Educators) : pp. 67-76. 

Adamson : pp. 237-57. 

Notes. — i. In the history of education there is no 
more illustrious example of devotion to principle, genius 
for organization, and skill in management than is shown 
in the work of Francke. Consistent religious instruction, 
professional training for teachers, and emphasis on the so- 
called practical studies, are his most important contribu- 
tions to educational development. 

2. Pietism represents one of the many reactions 
against religious formalism. Jansenism, Puritanism, 
Quakerism, Methodism, are similar movements. In most 
of these movements the revolt against formalism itself 
tends to become formalistic. This was the case in the 
history of Pietism. 



92 OUTLINE STUDIES. 

OUTLINE XLIII. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 

CENTURY. 

II. Development of the German universities. 

1. Changing relations of the faculties. 

a. Former distinction of superior and 
inferior faculties. 

2. Changes in university instruction. 

a. Influence of Francke and Thomasi- 
us. 

3. Growth of the scientific, investigating 
spirit. 

a. Results in the various faculties. 

4. Nature of the new humanism. 

a. How differentiated from sixteenth 
century humanism. 

5. Universities founded in the eighteenth 
century. 

6. Representative university leaders. 

7. Relation of these developments to pres- 
ent day conditions. 



HISTORY OF EDUCATION. 93 

OUTLINE XLIII.— Eeading Keferences. 

Paulsen's German Universities (Scribner 
edition) : pp. 44-50. 

Macniillan edition : pp. 57-65. 

Russell's German Higher Schools : pp. 64-75. 

Paulsen's German Education : pp. 116-24. 

Williams : pp. 273-80. 

Report Commissioner of Education, 1897-8: 
pp. 45-50. 

Britannica XXIII, in article Universities. 



Notes. — i. Compare the typical university of the 
eighteenth century with the earliest universities in curri- 
culum, organization, and plans of teaching. Note the 
changing conception of the humanistic ideal. Observe the 
gradual change in the relation of the faculty of arts to the 
other faculties from subordination to co-ordination. 

2. The development of the so-called new humanism 
from the middle of the eighteenth century is of the utmost 
significance in the history of classical culture. Out of this 
movement have grown two important research sciences, — 
philology and archaeology. 



94 OUTLINE STUDIES. 

OUTLINE XLIV. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 

CENTURY. 

III. Growth of Secondary Schools in Germany. 

1. Gymnasium. 

a. Influence of humanism. 

b. Orj^anization. 

2. Real School. 

a. Differentiation from gymnasium. 

b. Beginnings made by Francke. 

c. Work of Sender. 

d. Work of Hecker. 

IV. Professional Training of Teachers. 

1. Plans of the Jesuits. 

2. Francke's influence. 

3. Hecker's plan. 

4. University seminars. 



HISTORY OF EDUCATION. 95 

OUTLINE XLIV.— Reading References. 

Russell : pp. 64-7, 73-5, 352-4. 
Williams : pp. 266-75. 
Barnard's German Educators : pp. 431-6. 
Report Commissioner of Education, 1897-8: 
pp. 46-7, 52-3, 58-61. 

Paulsen's German Education : pp. 125-35. 
Schwickerath : pp. 414-55. 



Notes. — i. In Germany Is found the earliest dif- 
ferentiation of the classical and the non-classical element In 
school organization. From the beginning until very re- 
cently the plan has been to give these two kinds of instruc- 
tion in separate Institutions, involving a choice of scholastic 
career almost at the beginning of school life. Compare 
the American plan, where the division is usually made 
after eight years of school life. 

2. It should be noted that, In the beginning, the 
Realschule was of distinctly lower grade than the Gym- 
nasium. It was intermediate between the latter and the 
German school (the Volkschule). The Realschule did 
not take rank as a true secondary school until the nine- 
teenth century. 



96 OUTLINE STUDIES. 

OUTLINE XLV. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 

CENTURY. 

IV. Rousseau and the Emile. 

1. Personal cliaracter of Rousseau. 

2. His training and education. 

3. Educational conditions of his time. 

4. His revolutionary tendencies. 

5. General character of the Emile. 

6. Divisions of the work. 

7. Educational periods considered. 

a. Physical development. 

b. Intellectual education. 

c. Social, moral, and religious cul- 
ture. 

8. Radical methods of procedure in each 
of these periods. 

9. Rousseau's views regarding the educa- 
tion of women. 

10. Chief defects in the Emile. 

11. Rousseau's indebtedness to others for 
the views expressed. 

12. Influence of the work. 



HISTORY OF EDUCATION. 97 

OUTLINE XLV.— Reading References. 

Quick : pp. 239-72. 

Williams : pp. 290-309. 

Munroe: pp. 153-78. 

Compayre : pp. 278-310. 

Browning: pp. 134-50. 

Payne II : pp. 84-91. 

Monroe : pp. 542-77. 

Davidson's Rousseau and Education accord- 
ing to Nature. 

Morley's Rousseau II : pp. 197-255. 

See unabridged and abridged editions of the 
Emile. 

Graves (Great Educators) : pp. 77-110. 

Archer's Rousseau on Education, passim. 



Notes. — i. The most widely divergent views re- 
garding Rousseau and his work are expressed by the auth- 
ors referred to above. From a careful comparison of these 
views together with a study of the educational principles 
of Rousseau at first hand, a proper appreciation of their 
importance and value may be gained. So far as the Emile 
influences present-day education or has ever influenced the 
work of the schools, it is probably indirectly and by infer- 
ence rather than by direct application of Rousseau's prin- 
ciples. 

2. Rousseau was a radical theorist, who felt no re- 
sponsibility for the working out of his theories in practice. 
Sometimes he seems to care more for the rhetorical effect 
of his epigrammatic and paradoxical statements than for 
their validity. 



98 OUTLINE STUDIES. 

OUTLINE XLVI. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 

CENTURY. 

VI. Basedow and the Pliilaiitliropinist Move- 
ment. 

1. Early life and training of lUisedow. 

2. Teacliing work: character of the man. 

3. Educational writings. 

4. Leading principles. 

5. Influence of Rousseau on the work of 
Basedow. 

6. Test of principles on the daughter of 
Basedow. 

7. Establishment of the Philinthropinum. 

8. Character of work in the institution. 

9. Causes of failure. 

10. Influence of the Philanthropinum. 



HISTORY OF EDUCATION. 99 

OUTLINE XLVI.— Reading References. 

Monroe : pp. 577-83. 

Quick : pp. 273-83. 

Pay,ne: pp. 91-G. 

Williams : pp. 318-29. 

Barnard's German Educators: pp. 457-90. 

Graves (Great Educators) : pp. 112-21. 

Parker : pp. 208-15. 

Britannica: article Basedow. 



Notes. — i. There is much in the work and char- 
acter of Basedow to remind one of Ratich, though his 
work seems to have been less original than that of Ratich. 
Trace the systematic development of physical training in 
Germany from the work of the Philanthropinum. 

2. While Basedow professed to follow and apply 
the principles of Rousseau, he departed from them in the 
most fundamental way. Basedow made much of the so- 
cial element in education, Rousseau would have none of it 
until adolescence is reached. Rousseau could see no use in 
the traditional, classical studies of the time. Basedow 
used them freely, with changed methods. 



lOO OUTLINE STUDIES. 

OUTLINE XLVII. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 

CENTURY. 

VII. Conditions and Growth in America. 

1. Devdopniont of the common school. 

a. Courses of study. 

b. Text-books. 

c. Material e(iuipment. 

d. Character of teachers. 

2. Academies. 

a. Causes for development. 

b. Relation to the state. 

c. Courses of study. 

3. Colleges. 

a. Institutions founded. 

b. Sujjport, growtli, influence. 

4. Early j)r()fessional schools. 

f). He<»;innin<; of permanent school funds. 
(;. ICducation of girls. 
7. Development of secularization and 
state control of schools. 



HISTORY OF EDUCATION. lOI 

OUTLINE XLVII.— Reading References. 

Martin (Massachusetts School System) : pp. 
69-129, passim, 

Boone: pp. 49-91, passim. 

Brown: pp. 178-273, passim. 

Dexter : pp. 73-93, 207-18, 223-73. 

Clews's Educational Legislation and Ad- 
ministration of the Colonial Governments, pas- 
sim. 

Johnson's Old Time Schools and School 
Books : pp. 29-99, passim. 

Earle's Child Life in Colonial Days : pp. 63- 
162, passim. 

Meriwether's Colonial Curriculums, passim. 

Jackson's School Support in Massachusetts, 
passim. 

Snow's College Curriculum in the United 
States : pp. 11-77, passim. 

Notes. — i. Paul Leicester Ford's volume on the 
New England Primer and Tuer's History of the Horn 
Book give clear accounts of two interesting and potent 
agencies in early American schools. Barnard, Earle, and 
Johnson, also give interesting views of early school condi- 
tions in America. 

2. Schools for secondary instruction in America have 
been known chiefly as grammar schools, academies, and 
high schools. Note the decadence of the grammar schools 
and the rise of the academies, and how the academy, later, 
generally gave way to the public high schools. Compare 
the present with the former significance of the term gram- 
mar school. 



I02 OUTLINE STUDIES. 

OUTLINE XLVIII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

I. The Work of Pestolozzi. 

1. Family and early years. 

2. His education. 

3. Choosing a profession. 

4. Marriage. 

5. Early years at Neuhof. 

6. Nenhof educational experiment. 

7. liiterary work. 

a. Purpose. 

b. Writings. 

c. Intluence. 

8. Kevolutionary tendencies. 

9. Pestalozzi as a politician. 

10. His work at Stanz. 

11. At Burgdorf. 

a. Work as assistant teacher. 

b. Institute at Burgdorf. 

c. Connection with Fellenberg. 

12. Yverdun. 

a. Early years. 

b. Dissensions. 

c. Closing of the Institute. 

13. Pestalozzi's last years. 

14. Influence of Rousseau on Pestalozzi's 
work. 

15. Educational principles. 

16. Influence of Pestalozzi on present day 
education. 



HISTORY OF EDUCATION. IO3 

OUTLINE XLVIII.— Reading References. 

De Guimp'S Life of Pestalozzi. 

Pinloche's Pestalozzi : pp. 3-116, et passim. 

Krusi's Life of Pestalozzi. 

Barnard's Pestalozzi and Pestalozzianism. 

Monroe : pp. 597-622. 

Quick : pp. 290-383. 

Compayre : pp. 417-45. 

Williams : pp. 330-49. 

Browning: pp. 151-65. 

Pay^ne II : pp. 97-114. 

Munroe: pp. 179-95. 

Educational Review III : pp. 173-84. 

Holman's Pestalozzi, passim. 

Graves (Great Educators) : pp. 122-65. 

Misawa: pp. 116-40. 



Notes. — i. It is difficult for the student of present 
day education when Pestalozzi's educational principles 
have mostly become commonplaces, to comprehend the tre- 
mendous importance of Pestalozzi's work at the beginning 
of the nineteenth century. Trace the growth of the ideal 
of universal education and the recognition of the import- 
ance of rational method in school work. These are the two 
most important principles that Pestalozzi contributed to 
education. 

2. Nicholas Murray Butler has said that Pestaloz- 
zi's intellect never quite caught up with his emotions. Ex- 
plain. 



104 OUTLINE STUDIES. 

OUTLINE XLIX. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

II. Froebel and the Kindergarten. 

1. Family and early years of Froebel. 

2. Training and character of the boy. 

3. Studies at the university. 

4. Choosing an occupation. 

5. Beginning of his teaching work. 

6. Froebel at Yverdun. 

7. Military life. 

8. Later work at the university. 

9. Institute at Keilhau. 

10. Work in Switzerland. 

11. Blankenburg. 

12. Marienthal. 

13. Last years. 

14. Writings. 

15. The kindergarten. 

a. Development of the idea. 

b. First establishments. 

c. Cardinal principles. 

d. Governmental interdiction. 

e. Later growth. 

(1). In Germany. 

(2). In foreign countries. 

f. Present status. 



HISTORY OF EDUCATION. 105 

OUTLINE XLIX.— Reading References. 

Bowen's Froebel and Education through 
Self-Activity, passim. 

Hanchmann's Kindergarten System, pas- 
sim. 

Baroness Marenholtz-Biilow's Reminiscen- 
ces of Froebel. 

Education of Man, passim. 

Froebel's Autobiography. 

Munroe: pp. 195-206. 

Payne II : pp. 117-34. 

Williams : pp. 396-405. 

Compayre : pp. 447-65. 

Quick : pp. 384-413. 

Monroe : pp. 639-67. 

Graves (Great Educators) : pp. 194-233. 

Misawa : pp. 166-96. 



Notes. — i. In studying Froebel it becomes clear 
that his work supplements that of Pestalozzi. The cardi- 
nal principles are the same, but Froebel seems to have been 
able to apply these principles more surely than Pestalozzi. 
The kindergarten is the concrete expression of the educa- 
tional philosophy to which Froebel devoted a great part of 
his life. 

2. The Montessori system parallels and, in a sense, 
rivals the Froebellian system. Discuss the elements of 
superiority and greater adaptation that you find in each. 



I06 OUTLINE STUDIES. 

OUTLINE L. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

III. Herbart and His Influence on Education. 

1. Life and character. 

2. Educational influences. 

3. Teaching work. 

a. In Switzerland. 

b. In Gottingen. 

c. In Konigsberg. 

4. Writings. 

5. Eelation of Herbart's psychology to 
his pedagogy. 

6. Herbart's connection with Pestalozzi. 
a. Divergence in theory. 

7. Educational principles. 

8. Two schools of Herbartian interpret- 
ers. 

9. Herbartian influence in Germany. 

10. In America. 

11. Present formulation of Herbartian 
doctrines. 

a. Apperception. 

b. Correlation. 

c. Culture-epochs theory. 

d. The five formal steps. 

e. Many-sided interest. 



HISTORY OF EDUCATION. IO7 

OUTLINE L.— Reading References. 

Biography in Herbart's Science of Educa- 
tion ( Heath edition ) : pp. 1-23. 

Monroe : pp. 622-39. 

Browning: pp. 174-80. 

Prince's Methods in German Schools: pp. 
183-92. 

De Garmo's Herbart and the Herbartians, 
passim. 

Rein : article Herbart als Padagog. 

Tompkins, in Educational Review XVI : pp. 
233-43. 

Encyclopedia of Education : article Herbart. 

Graves (Great Educators) : pp. 167-91. 

Misawa : pp. 199-219. 

Parker : pp. 375-429. 



Notes. — i. The disciples of Herbart have by no 
means agreed on the interpretation of some of his doc- 
trines. Herbart's concept of the will is one of these dis- 
puted points in psychology which has a direct bearing on 
pedagogical principles. Another matter much in dispute 
is the application to school work of Herbart's principle of 
concentration. Find the difference in the use of the terms 
concentration, co-ordination, correlation. 

2. The writings of De Garmo and the McMurrys 
have done much to familiarize Americans wuth Herbar- 
tian doctrines. 



I08 OUTLINE STUDIES. 

OUTLINE LI. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

IV. Development of German Education. 

1. Influence of the Napoleonic wars, 
a. Ficlite's addresses. 

2. Nationalizing of primary instruction. 

3. Influence of Pestalozzi on elementary 
education. 

4. Growth of the Volkschulen, 

a. Aim of the state. 

b. Curriculum. 

5. Work of continuation schools. 

6. Growth of secondary schools. 

a. Differentiation of types. 

b. Changing curriculums. 

c. Reform plans since 1890. 

7. Universities. 

a. Foundations since 1800. 

b. Development of the various facul- 
ties. 

c. Influence of state control and di- 
rection. 

8. Growth of institutions for technical 
and industrial training. 

9. Establishments for training teachers. 

a. For elementary schools. 

b. For secondary schools. 

10. Noted names in German education. 



HISTORY OF EDUCATION. IQO 

OUTLINE LI.— Reading References. 

Pedagogical Seminary I : pp. 1-3. 

Seeley's German School System : pp. 40-6. 

Russell's German Higher Schools: pp. 76- 
107. 

Paulsen: (Scribners edition) pp. 50-67. 

Paulsen: (Macmillan edition) pp. 65-88; 
Same matter in Report Commissioner of Educa- 
tion, '91-2 : pp. 269-77. 

Report Commissioner of Education, '97-8: 
pp. 62-81. 

Graves (Student's History) : pp. 371-81. 

Paulsen's German Education : pp. 181-269, 
passim. 



Notes. — i. The secondary schools of Germany 
take higher rank than the secondary schools of America. 
Their work includes at least the equivalent of the first two 
years of American college work. Dr. Muensterberg in a 
magazine article declares that the German gymnasium in- 
cludes the equivalent of the work done in the Freshman, 
Sophomore and Junior years of Harvard College. 

2. German education shows remarkable traits of ef- 
ficiency and universality; but, except in the universities, it 
can not be called democratic, whether in determination of 
subject-matter, administration, or attendance. 



no OUTLINE STUDIES. 



OUTLINE LII. 



EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

V. Present organization of German Schools. 

1. Elementary schools. 

a. Various types and purposes. 

b. Courses of study. 

c. Support, control and supervision. 

d. Training of teachers. 

e. Influence of Herbart. 

f. Supplementary and industrial 
schools. 

2. Secondary schools. 

a. Gymnasium and Real school. 

b. Other forms of secondary schools. 

c. Courses of study. 

d. School attendance and military ser- 
vice. 

e. Qualifications and training of teach- 
ers. 

3. Universities. 

a. University influence. 

b. Spirit of University work. 

c. Faculties, examinations, degrees. 

d. Lehrfreihet and Lernfreiheit. 

e. Classes, appointment, and tenure of 
university instructors. 

4. Educational status of girls and women 
in Germany. 



HISTORY OF EDUCATION. Ill 

OUTLINE LII.— Reading References. 

Winch's German Schools: pp. 11-66. 

Prince (German Schools) : pp. 1-76. 

Seeley (German School System), passim. 

Russell : pp. 121-37, 175-93, 352-87, et pas- 
sim. 

Bolton : pp. 1-128, et passim. 

Paulsen (Scribners) : pp. 71-262, 275-305, 
333-51, passim. 

Paulsen (Macmillan) : pp. 89-173, 201-11, et 
passim. 

Lexis's Public Education in the German 
Empire, passiin. 

Paulsen's German Education: pp. 270-98, 
passim. 

Report Commissioner of Education, 1908: 
pp. 296-301. 

Notes. — i. Winch, Russell, Bolton, and Paulsen, 
are the latest and most reliable authorities on this study. 
The works of Paulsen and Russell are unusually complete 
and serviceable on their respective subjects. The Scribner 
edition of Paulsen's work is much the fuller treatment, be- 
ing expanded and elaborated from the matter in the Mac- 
millan edition. 

2. Generally speaking, the German states have been 
more than conservative in the education of girls and wo- 
men. But the Prussian law of 1908 seems to have thrown 
down all bars, and to have conceded practically all oppor- 
tunities for women's education that were demanded. 



112 OUTLINE STUDIES. 

OUTLINE LIII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

VI. Development in England. 

1. Work of Bell and Lancaster. 

2. Influence of the monitorial system on 
primary schools. 

3. Growth of school grants. 

a. Methods of apportionment. 

4. Founding and growth of training 
schools for teachers. 

5. The pupil teacher system. 

6. Trend of school legislation since 1870. 

7. Growth of technical instruction. 

8. Educational theories of Herbert Spen- 
cer and their influence. 

9. Arnold and secondary education. 

a. Life and work of Thomas Arnold. 

b. Characteristics as teacher. 

c. General educational influence. 

d. Changes in secondary education. 

10. University development. 

a. New foundations. 

b. Differing ideals in the grow^th of 
the newer and the older institu- 
tions. 

11. Progress in the education of girls and 
women. 

12. Influence of the Education Act of 1902. 



HISTORY OF EDUCATION. II3 

OUTLINE LIII.— Reading References. 

Sharpless' English Education: pp. 1-15. 

Gill : pp. 162-202, et passim. 

State Education for the People : pp. 25-30. 

Craik's The State and Education: pp. 1-47, 
et passim. 

Fitch's the Arnolds : pp. 1-156, passim. 

Stanley's Life of Arnold, passim. 

Smith's Oxford and Her Colleges: pp. 110- 
56. 

Quick : pp. 439-69. 

Laurie (Educational Opinion) : pp. 235-61. 

Report of Commissioner of Education, 1902 : 
pp. 1013-48, passim. 

Encyclopedia of Education : articles Arnold, 
Bell, Monitorial System, Lancaster. 

Balfour's Educational Systems of Great 
Britain, passim. 

Greenough's Elementary Schools of Great 
Britain : pp. 1-29, passim. 

Parker : pp. 226-39, passim. 

Notes. — i. It is hard to understand the slow pro- 
gress of England in matters educational. A recent writer 
(Hughes) regards it as an illustration of the national de- 
sire to conserve individualism that the intervention of the 
state was so long delayed. 

2. One element of strength (there are many weak- 
nesses) in the law of 1902 is the tendency to unify and 
democratize the secondary school system. This means the 
training of larger numbers in modern, scientific subjects. 



114 OUTLINE STUDIES. 

OUTLINE LIV. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

VII. Present Organization of English Schools. 

1. Elementary instruction. 

a. Classes of schools. 

b. Scope of work. 

c. School buildings and equipment. 

d. Compulsory attendance. 

e. Training of teacliers. 

2. Secondary instruction. 

a. Differing kinds and grades of sec- 
ondary schools. 

b. Character of the work. 

c. Present tendency toward unifica- 
: tion. 

d. Qualifications and preparation of 
teachers. 

3. Superior instruction. 

a. Leading Institutions. 

b. Organization of an English uni- 
versity. 

c. Manner of student life. 

d. Instruction, examinations, de- 
grees. 

4. Compositi(m and authority of the 
Board of education. 

5. Importance^ of technical and industri- 
al training. 

6. Institutions for training teachers. 



HISTORY OF EDUCATION. II5 

OUTLINE LIV.— Reading References. 

Acland's Studies in Secondary Education: 
pp. 248-75, et passim. 

Greenougli's Elementary Schools of Great 
Britain : pp. 49-186. 

Webb's London Education: pp. 1-174, pas- 
sim, 

Balfour's Educational Systems of Great 
Britain : pp. 1-77, 143-86, 227-56, passim. 

Corbin's School Boy Life in England, pas- 
sim. 

Staunton's Great Schools of England, pas- 
sim. 

Smith's Oxford and Her Colleges, passim. 

Roberts's British Universities: pp. 32-64, 
passim. 

Judd's Training of Teachers in England, 
Scotland and Germany. 



Notes. — i. Compare the functions of the state in 
education in England and the United States. The differ- 
ence is made especially evident in the history of primary 
instruction. It is equally marked in the conduct of train- 
ing colleges. Care should be used in consulting authorities 
as to the present educational conditions in England, owing 
to many recent changes in education laws. 

2. The contrast between the two older universities 
and the newer foundations is striking in ideals, aims, and 
methods. Try to explain these differences. 



Il6 OUTLINE STUDIES. 



OUTLINE LV. 



EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

VIII. Development of French Education. 

1. Effect of the Revolution. 

a. Precedent illiteracy. 

b. Plans of Mirabeau for education. 

c. Influence of Talleyrand. 

d. Condorcet'S plan. 

2. The imperial university. 

3. Development of primary instruction. 

4. Jacotot. 

5. Guizot. 

6. Women in education. 

7. University reorganization. 

8. Reorganization of secondary educa- 
tion in 1902. 

9. Influence of the clash between state 
and ecclesiastical authorities on edu- 
cational matters. 



HISTORY OF EDUCATION. II 7 

OUTLINE LV.— Reading References. 

Compayre : pp. 362-412, 478-534, passim. 

Quick : pp. 414-38. 

Munroe: pp. 207-18. 

Payne II : pp. 135-67. 

Barnard's Superior Instruction: pp. 769- 
800, passim. 

Barnard's National Education: pp. 381-90. 

Teegan's Elementary Schools of France : pp. 
1-45. 

Barnard's Journal, II : pp. 254-77, passim. 

Encyclopedia of Education : articles France, 
Guizot, Jacotot. 

Farrington's French Secondary Schools : pp. 
59-83, et passim. 

Farrington's Public Primary School Sys- 
tem of France, passim. 

Notes. — i. The recent decentralization in the 
work and the control of French universities is an import- 
ant step in the direction of educational democracy, which 
France has never attained. 

2. Compare France with Germany in the education- 
al opportunities granted to girls and women. 



Il8 OUTLINE STUDIES. 

OUTLINE LVI. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

IX. Present Organization of Schools in France. 

1. Centralization of control and direction. 

2. Units of administration. 

3. Grades of elementary schools. 

4. Types of secondary schools. 

5. Curriculums. 

6. Supervision. 

7. Training of teachers. 

8. Appointment, tenure, compensation. 

9. Compulsory attendance laws. 

10. Educational opportunities for girls 
and women. 

11. The re-organized secondary scliool sys- 
tem. 

12. Universities. 

a. Consolidation of facultes. 

b. Localized administration. 

13. Technical and industrial training. 

14. French compared with American edu- 
cational standards. 



HISTORY OF EDUCATION. II9 

OUTLINE LVI.— Reading References. 

Teegan : pp. 46-214, passim, 

Parsons's French Scliools through American 
Eyes, iKissim. 

Pedagogical Seminary I : pp. 62-76. 

Klemni: pp. 317-91, passim. 

Eliot's Educational Reform : pp. 157-76. 

Fitch's Educational Aims and Methods: pp. 
421-31. 

Educational Review IV : pp. 475-84. 

Educational Review XXV : pp. 130-45. 

Educational Review XIII : pp. 291-4. 

Report of Commissio,ner of Education, 
1902 : pp. 667-719, passim. 

Farrington's Public Primary School Sys- 
tem of France, passim, 

Hughes's Making of Citizens: pp. 103-29, 
213-34, passim. 



Notes. — i. It is necessary to use care in consulting 
authorities on account of the many important changes in 
the organization and conduct of schools that have been 
made recently, or are still in progress. Compare the uni- 
versities and secondary schools of France, as now organiz- 
ed, with those of Germany. 

2. German universities confer the usual doctors' de- 
grees on foreigners who have earned them. French uni- 
versities have degrees different from those taken by French 
students, open to foreigners. Explain this difference. 



120 OUTLINE STUDIES. 

OUTLINE LVII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

X. Development in America. 

1. Improvement in common school condi- 
tions. 

a. Material equipment. 

b. Studies and text-books. 

c. Qualifications and training of 
teachers. 

' d. Compulsory attendance laws. 

2. Secondary schools. 

a. Decline of the academies. 

b. Growth of the high school idea. 

c. Relation to elementary schools, col- 
leges, and social demands. 

3. Universities and colleges. 

a. Increase in numbers. 

b. Founding and growth of state uni- 
versities. 

4. The national university idea. 

a. Leading advocates. 

b. Attempts to realize the idea. 

5. National aid to education. 

a. Land grants for common schools. 

b. For universities. 

c. Agricultural college grants. 

d. Surplus revenue fund. 

6. Founding and development of normal 
schools. 



HISTORY OF EDUCATION. 121 

OUTLINE LVII.— Reading References. 

Report Commissioner of Education, '92-3: 
pp. 1268-87, 1293-1312. 

Report Commissioner of Education, '94-5: 
pp. 1505-11. 

Williams: pp. 388-95. 

Martin : pp. 186-235. 

Hinsdale's Horace Mann : pp. 231-310. 

Boone : pp. 79-116. 

Johnson's Country School : pp. 31-55, pas- 
sim, 

Johnson's Old Time Schools and School 
Books : pp. 100-150, passim. 

Swett: pp. 70-117. 

Brown : pp. 279-413, passim. 

Dexter : pp. 97-102, 360-4. 

Parker : pp. 240-71, passim. 



Notes. — i. Determine what precedents, if any, led 
to the school land grant made in 1787. Note the increase 
in the grant made for common schools more than a half a 
century later. Likewise the grants made for agricultural 
colleges and other educational purposes have been largely 
increased, in one form or another since they were first 
established. 

2. The application of democracy to education is well 
shown in the universal establishment of common schools 
at public expense, the transition from the Latin grammar 
school and the academy to the public high school, and the 
founding of state universities supported by public tax. 



122 OUTLINE STUDIES. 

OUTLINE LVIII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

X. Development in America (continued). 

7. Secondary and higher education for wo- 
men. 

a. Pioneer work of Miss Lyon, Mrs. 
WiHard, Miss Beecher, and others. 

b. Separate and co-ordinate education 
for women compared with co-educa- 
tion. 

8. Growth of technical and industrial edu- 
cation. 

9. Development of professional schools. 

10. Work of the national bureau of educa- 
tion. 

11. Founding and growth of schools for ne- 
groes and Indians. 

12. Establishment and development of 
schools for defectives. 

13. Some educational pioneers and leaders 
of the period. 

a. Horace Mann. 

b. Henry Barnard. 

c. Mark Hopkins. 

d. Charles W. Eliot. 



HISTORY OF EDUCATION. 123 

OUTLINT LVIII.— Reading References. 

Thomas, in Butler's Education in the Uni- 
ted States : pp. 321-58. 

Martin: pp. 135-85, passim. 

Boone : pp. 243-50, 362-82. 

Hinsdale : pp. 75-280, passim^ 

Barnard's American Teachers: pp. 125-68, 
365-99. 

Report of National Educational Associa- 
tion, 1901 : pp. 390-438. 

Winship's Horace Mann. 

Winship's Great American Educators. 

Ten Brook's State Universities : pp. 58-74. 

Mrs. Mann's Life of Horace Mann, passim. 

Education V : pp. 506-17. 

Emma Willard and Her Pupils: pp. 11-24, 
et passim. 

Dexter : pp. 307-69, 424-77. 

Graves (Student's History) : pp. 302-31. 



Notes. — i. The increase In the maximum of educa- 
tional opportunity for girls and women from the dame- 
school to the university is a marvelous development, in 
the record of which ail Americans, especially all American 
women, may feel a just pride. No nation now equals the 
United States in the untrammeled conditions for intellec- 
tual development that are offered to women. 

2. Compare the eastern and western states with ref- 
erence to the relative importance of state universities. 
Why should an educational means of this kind be used so 
widely and so efficiently in one section and be almost un- 
used in another? 



124 OUTLINE STUDIES. 

OUTLINE LIX. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

XI. Education of tli(^ J^Iiiid. 

1. Ratio of blind to sooinj^. 

2. First efforts in education of the blind. 

3. Developnl(^nt of systems. 

4. Support and control. 

5. Subjects tauj»;lit. 

(). Methods of ri^iding. 

a. IvJiised letters. 

b. Hraill(» system. 

c. New York points. 

7. Industries open to the blind. 

8. Present status of American schools. 

9. Work of Doctor Howe. 

10. Laura l^'idi^nian. 

11. Helen Keller. 



HISTORY OF EDUCATION. 125 

OUTLINE LIX.— Beading References. 

Boone: pj). 246-9. 

Dexter : pp. 473-6. 

Barnard's Educational Development of the 
United States : pp. 497-9. 

Allen in Butler's Education in the United 
States II : pp. 786-804. 

Britannica: article Blind. 

New International Encyclopedia: article 
Blind, Education of the. 

Howe and Hall's Laura Bridgnian : fjp. 1-77, 
passim. 

Volta Souvenir — Helen Keller. 

Helen Keller's The Story of My Life. 

Sanborn's Doctor S. G. Howe. 



Notes. — i. There is no other chapter in the history 
of the education of defectives so wonderful and so hopeful 
as the record of the education of Helen Keller. Compare 
her development with that of Laura Bridgman, and de- 
termine to what extent differences in method are responsi- 
ble for different results. 

2. A comparison of the industrial fields open to the 
blind with those open to the deaf shows that loss of sight 
is a vastly greater handicap, industrially, than the loss of 
hearing. 



126 OUTLINE STUDIES. 

OUTLINE LX. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

XII. Education of the Deaf. 

1. First attempt to educate the deaf. 

2. The Braidwoods and British schools. 

3. Abbe Sicard and French schools, 

4. The work of T. H. Gallaudet. 

5. First institutions in America. 

6. Methods of support and control. 

7. Courses of study. 

8. Sign language. 

9. Lip reading and oral speech. 

10. Industrial training for the deaf. 

11. Present status of deaf mute education. 



HISTORY OF EDUCATION. 127 

} 

OUTLINE LX.— Reading References. 

Boone: pp. 244-6. 

Dexter : pp. 470-3. 

Barnard's Educational Development in the 
United States: pp. 491-6. 

Allen in Butler's Education in the United 
States II : pp. 771-86. 

Education of Deaf Children: (Gordon, edi- 
tor). 

Gordon's notes on Education of the Deaf : 
pp. VII-LIX, passim. 

Mann's Life and Works III : pp. 244-55. 

Educational Review IV : pp. 16-26. 

Histories of American Schools for the Deaf, 
passim. 

Barnard's American Teachers : pp. 97-118. 

Barnard's Life of Gallaudet : pp. 71-101. 



Notes. — i. The dispute as to the relative merits of 
the sign language and the use of lip reading and oral 
speech was long continued and often acrimonious. The 
compromise view now seems likely to win general accept- 
ance ; namely, that the brightest and most capable of the 
deaf pupils can be taught oral speech and lip reading to 
good advantage, but that the less capable ones would bet- 
ter use the sign language exclusively. 

2. The establishment of local day schools for the 
deaf as found in many states is an important forward step 
as these schools provide the necessary conditions for train- 
ing the deaf without removing them from their natural 
social environment. 



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